
Class _ji 
Book >-l,J ( c>- 



COPYRIGHT OEPOSm 



A SURVEY OF A PUBLIC 
SCHOOL SYSTEM 



BY 
HENRY LESTER SMITH, Ph.D. 



TEACHERS COLLEGE, CpLUMBL\ UNIVERSITY 
CONTRIBUTIONS TO EDUCATION, NO. 82 



PUBLISHED BY 

QLtulftvii College, Columbia SSniDersttp 

NEW YORK CITY 

1917 



v^tl 



-^ 



\>- 



COPYRIGHT, 191 7, BY 
HENRY LESTER SMITH 



'1 ^ 



JUL -3 1917 

©Gi,A467761 
^l * f , 



CONTENTS 

CHAPTER PAGE 

I THE COMMUNITY AND THE PLAN OF ITS PUBLIC 

SCHOOL SURVEY 1 

1. Plan of the Survey 1 

2. Source of the Early Population of Bloomington 4 

3. General View of Present Educational Facilities in Bloomington 6 

4. Brief Descriptive View of Bloomington and its People .... 7 

5. Social Conditions in Bloomington 10 

6. Summary of Facts Regarding Home Conditions 12 

Summary of Chapter I 14 

II NORMAL PROGRESS, RETARDATION, AND ACCELER- 
ATION 16 

Plans Used in the Grades 54 

Plans Used in the High School 55 

Summary of Chapter II 59 

III CENSUS, ENROLLMENT, PROMOTIONS, FAILURES, 

WITHDRAWALS, REPETITIONS 61 

Causes of Children Leaving School without Graduation and Their 

Employment after Leaving — 'Belvia Cuzzort .... 80 

Repeaters 89 

Benefit of Repetition — J. W. Holdeman 98 

Causes of Retardation . 104 

Summary of Chapter III 106 

IV FINANCES • 109 

Summary of Chapter IV 122 

V THE COURSE OF STUDY . 123 

VI ACHIEVEMENT OF PUPILS 140 

1. Arithmetic — Indianapolis Tests 140 

2. Stone Tests in Arithmetic 149 

3. Column Addition — Haggerty and Smith Tests 153 

4. Courtis Tests in Arithmetic 155 

5. Writing 171 

6. SpelKng 184 

7. Composition and Reading 196 

8. Drawing • 203 

9. Reading 205 

10. Country-Trained and City-Trained Pupils — Clifford Woody . 208 



iv Contents 

11. Withdrawals and Failures ■ 216 

12. Correlation of Rank in English, M-athematics, Language, and 

History — Charley Bruner 219 

13. Distribution of Grades 222 

14. Retention in Rank of Eighty-six Pupils in the Bloomington Grades 

and High Schools — Charley BRtnsfER 239 

Summary of Chapter VI 246 

VII TEACHERS 247 

VIII SUPERVISION OF INSTRUCTION 253 

Amount of Time Given to Preparation and Recitation in the 

Bloomington High School — E.E.Ramsey 259 

IX SCHOOL BUILDINGS 284 

GENERAL CONCLUSIONS AND RECOMMENDATIONS . . 299 

CRITICISMS OF BLOOMINGTON SCHOOL SURVEY ... 302 
VALUE OF A SURVEY SIMILAR TO THAT MADE OF 

BLOOMINGTON 303 



LIST OF TABLES 

CHAPTER I 
The Community and the Plan of its Public School Survey 
table page 

I. Principal occupations of women employed in Bloomington ... . 8 
II. Principal occuparions of men employed in Bloomington 8 

III. Occupations by buildings of parents of children in the grades . . 8 

CHAPTER II 

Normal Progress, Retardation, and Acceleration 

IV. Summary showing average and median ages of beginning 

white pupils by sex and buildings 17 

V. Retardation, acceleration, and normal progress in 30 American 

cities 18 

VI. Number and per cent of normal, retarded, and accelerated 

children 19 

VII. Number and per cent of all white pupils in Bloomington 

schools, October 4, 1913, normal, accelerated, retarded. ... 19 

VIII. Showing by sex, grade, and buildings, percentages of retarda- 
tion based on age-grade tables for October 4, 1913 21 

IX. Showing by sex, grade, and buildings percentages of accelera- 
tion on age-grade tables for October 4, 1913 22 

X. Showing by sex, grade and buildings percentages of normal 

progress on age-grade tables for October 4, 1913 22 

XI. Number and per cent of all white pupils in Bloomington schools 
first semester, 1909-10, that were normal, accelerated, re- 
tarded 25 

XII. Same for second semester, 1909-10 26 

XIII. Same for first semester, 1910-11 27 

XIV. Same for second semester, 1910-11 28 

XV. Same for first semester, 1911-12 29 

XVI. Same for second semester, 191 1-12 30 

XVII. Same for first semester, 1912-13 31 



vi List of Tables 

XVIII. Number and per cent of total white children in Bloomington 
schools, October 4, 1913, that were normal, accelerated, re- 
tarded 32 

XIX. Number and per cent of total white children in Bloomington 
schools during second semester, 1913-14, less withdrawals, 
who were normal, accelerated, retarded in grade ii 

XX. Number and per cent of total white children in Bloomington 
schools during second semester, 1913-14, less withdrawals 
during semester, who were normal, accelerated, retarded in 
grade 34 

XXI . Number and per cent of children in Bloomington schools during 
second semester, 1914-15, less withdrawals during semester, 
who were normal, acclerated, retarded in grade. (Entrance 
age for IB, six and one-half years) 35 

XXII. Comparison between per cents of normal, accelerated, and re- 
tarded pupils for second semesters, years 1913-14 and 
1914-15 36 

XXIII. Number and per cent of children in Bloomington schools dur- 
ing second semester, 1914-15, less withdrawals during 
semester who were normal, accelerated, retarded in grade. 
(Entrance age for 1b, six years) 37 

XXIV. Per cent normal: Compilation of previous tables showing per 

cent of pupils who have made normal progress 40 

XXV. Per cent accelerated: Compilation of previous tables showing 

per cent of pupils who have been accelerated 42 

XXVI. Per cent retarded: Compilation of previous tables showing per 

cent of pupils who have been retarded 44 

XXVII . Record of years in school and progress made of all white chil- 
dren in the grades who have received all or part of their 
training in the Bloomington schools. Data after promotion 
at close of the school year 1913-14 46 

XXVIII. Same data for colored chUdren 47 

XXIX. Nirmber and per cent of total white pupils in Bloomington 
schools, end of first school month, October 4, 1913, that were 

normal, accelerated, retarded according to age 48 

XXX. Average and median ages by grades, sex, and buildings of 
aU white pupils in grades, fall term beginning September 

9, 1912 50 

XXXI. Age-grade table of boys in high school, second month of first 

semester, school year 1913-14 52 

XXXII. Same for girls 52 

XXXIII. Same for boys and girls 53 

XXXIV. Average number of credits by grades and sex of pupils in high 

school, second month of first semester, school year 1913-14. 53 



List of Tables vii 

CHAPTER III 

Census, Enrollment, Promotions, Failltres, Withdrawals, 
Repetitions 

XXXV. Census: Distribution of children within school age between six 
and twenty-one, school census, spring 1914, according to age 
at time of enumeration, April 10 to 30 61 

XXXVI. Distribution of all children of school age enumerated, spring 

1914, among famiUes of various sizes 61 

XXXVII. Distribution by buildings showing places of birth where known 

of children in school in the first eight grades during the 

year 1913-14 62 

XXXVIII. Number enrolled in grades and high school in the Bloomington 

schools during the last five years 63 

XXXIX. Number and per cent of eighth grade graduates from the Bloom- 
ington common schools who enter the Bloomington high 
school 64 

XL. Number and per cent of pupils entering the Bloomington high 

school who completed their high school course 64 

XLI. Enrollment, withdrawals, and promotions by sex and grade. 

Central Building, second semester, school year 1913-14 65 

XLII. Same for McCalla Building 66 

XLIII. Same for Fairview Building 67 

XLIV. Same for Colored BuUding 68 

XLV. Same for all grade schools 69 

XL VI. Same for high school 70 

XLVIa. Summary of Table XL VI 72 

XLVII. Comparison of failures in seven Indiana cities 74 

XLVIII. Percentage of promotions in the grade schools at the close of the 

first semester, 1914-15 77 

LIX. Percentage of promotions by subjects in the Bloomington high 

school at the close of the first semester, 1914-15 78 

L. Withdrawals from high school by sex and number of credits at 

time of withdrawal 78 

LI. Number withdrawing as a result of removal from city (based on 

TableL) 79 

LII. Withdrawals from high school according to age since the year 

1904-05 79 

LIII. Withdrawals from Bloomington high school by semesters. x\ll 

withdrawals for any cause whatever 79 

LIV. Classification of 187 pupils leaving school without graduation. 81 

LV. School training of parents of the 187 pupils 82 

LVI. Occupation of father and sex and age of ehmination of children . 84 



viii List of Tables 

LVII. Effect of retardation on withdrawal 85 

LVIII. Per cent of pupils leaving school from four causes, 178 cases. . 86 
LIX. Occupation of boys during the first and second years after 

leaving school 87 

LX. Occupation of girls during the first and second years after leav- 
ing school 88 

LXI. Repeaters: total averages and subject averages 90 

LXII. Frequency table showing years in which failures were made and 

the subjects in which the failures occurred 92 

LXIII. Number of pupils failing in various subjects 92 

LXIV. Age-frequency table for pupils who failed 93 

LXV. Comparison of quality of work done by repeaters during second 
time work was taken with the quality of work done the first 

time work was taken - — for all subjects 93 

LXVI. For spelling 94 

LXVII. For history 94 

LXVIII. For arithmetic 95 

LXIX. For geography 95 

LXX. For language and grammar 96 

LXXI. For writing 96 

LXXII. For reading . 97 

LXXIII. Repeaters 100 

LXXIV. Repeaters during second semester, school year 1913-14, by age, 

grade, and sex 101 

LXXV. School subjects as they contributed to repetition 102 

LXXVI. Range of records 103 

LXXVII. Distribution tables showing absences made by pupils in the 

white schools, second semester of the year 1913-14 103 

CHAPTER IV 
Finances 
LXXVIII. Total receipts and disbursements by years and funds, 1900-14. . 109 

LXXIX. Expenditures in Bloomington schools in years 1910-11, 1912-13, 

1913-14 110 

LXXX. Comparison of cost per pupil e.xpended in dollars and cents based 

on average daily attendance 112 

LXXXI. Per cent of total expenditure for maintenance and operation 
which is spent for teaching, supervision, janitors, salaries, 

and fuel 115 

LXXXII. Statement of assets and liabilities, September 1, 1914 119 

LXXXIII. Statement of assets and HabiUties, June 30, 1914 119 



List of Tables ix 

CHAPTER V 

The Course of Study 

LXXXIV. Showing by grades and subjects the number of minutes spent 
per week by each pupil during regular school hours in study 
and in recitation 139 

CHAPTER VI 

Achievement of Pupils 

LXXXV. Results of abstract arithmetic tests given by the superinten- 
dent, October 15, 1909, and November 7, 1913 142 

LXXXVI. Results of abstract arithmetic tests given September 28, 1909, 

December 22, 1911, and December 17, 1913 146 

LXXXVII. Results of abstract arithmetic tests given by the superintendent 

October 27, 1910, and March 1911-14 148 

LXXXVIIIa. Stone tests: scores in fundamentals and scores in reasoning 151 

LXXXVnib. Results of Courtis tests 6, 7, and 8, series A, in sbcth grade 153 

LXXXIX. Average number of combinations in addition with per cent of 

accuracy by grades 155 

XC. Results in Courtis test in arithmetic, series A, eight tests 156 

XCI. Per cent of accuracy of Bloomington children in Courtis tests, 

series A, years 1911 and 1914 159 

XCII. Comparison of scores made in Courtis arithmetic tests, series 
B, problem 1, by Bloomington schools with scores made by 20 
Indiana school systems 160 

XCIII. Same for series B, problem 2 161 

XCIV. Same for series B, problem 3 162 

XCV. Same for series B, problem 4 163 

XCVI. Comparison of variabihty in scores made in Courtis arithmetic 
tests, series B, problem 1, by Bloomington schools with scores 

made by 20 Indiana school systems 164 

XCVII. Same for series B, problem 2 164 

XCVIII. Same for series B, problem 3 165 

XCVIX. Same for series B, problem 4 165 

C. Comparison of scores made in Courtis arithmetic tests, series A, 
problem 7, by Bloomington schools with scores made by 14 

other Indiana school systems 166 

CI. Comparison of variability in results, Courtis tests, series A, 

Bloomington schools for the years 1911 and 1914 169 

CII. Results of Courtis tests in arithmetic, series B, June 3, 1915 170 
cm. Writing — median number of letters written in two minutes' 

time, by grades 172 



List of Tables 

CIV. Distribution of grades on handwriting as measured by the 
Thorndike scale. Measurements made by teachers and 
superintendent separately 173 

CV. Measurements made by teachers 174 

CVI. Gains and losses made by pupils tested in writing October 1, 

1913, and May 1, 1914, Thorndike scale 175 

CVII. Grade and sex result of writing test given April 8, 1915, and 

scored according to the Ayres scale 176 

CVIII. Handwriting: Grade according to Thorndike scale and the 

Ayres scale 178 

CIX. Efficiency in writing obtained by finding per cent of class able 
to write as well as quality twelve or better of the Thorndike 

scale 179 

ex. Rates of writing, Bloomington schools, compared with Courtis 

standard 181 

CXI. Spelling: Distribution table — Buckingham 50 word test in 

spelling 184 

CXII. Distribution table — Buckingham 100 word test in spelling. . 185 
CXIII. Number of words missed per hundred written and per cent of 

each grade making less than one mistake per hundred words . 187 

CXIV. Rice sentence test in epelling used by Buckingham 188 

CXV. English composition: Median grade scores in English composi- 
tion, Bloomington 198 

CXVI. English composition. Quality of original story. Per cent each 

quality is of total number of scores 198 

CXVII. Rate of reading (number of words per minute) 201 

CXVni. Drawing: Distribution of drawing ability, 1690 pupUs, Bloom- 
ington public schools 204 

CXIX. Reading: Thorndike visual vocabulary test, Bloomington, 

June, 1915 206 

CXX. Thorndike understanding of sentences test, Bloomington, 

June, 1915 207 

CXXI. Distribution of the city pupils according to rank in all subjects 209 
CXXII. Distribution of country pupils according to rank in all sub- 
jects 209 

CXXIII. Comparison of city and country pupils in all subjects for all 

semesters 213 

CXXIV. Average grades of pupils eliminated in the various subjects. . . 217 
CXXV. Per cent of eliminated students taking each subject who failed in 

that subject 217 

CXXVI. Per cent of eliminated students faiUng in only one subject. . . 217 
CXXVII. Per cent of eliminated students taking each subject who did not 

fail in that subject 217 



List of Tables xi 

CXXVIII. Enrollment, failures, withdrawals, second semester, 1913-14. . . 217 
CXXIX. Second semester, school year 1913-14, per cent of failures by 

subjects and sex of those remaining to end of semester 218 

CXXX. Per cent of failures and dropped to quit school to those enrolled 

second semester, 1913-14 219 

CXXXI. Number of cases for each subject in which it tended to raise or 
lower the total average above or below the average of the re- 
maining subjects 222 

CXXXII. Distribution of grades, second semester, 1911-12, by years, 

subjects, sex 223 

CXXXIII. Distribution of markings for the second semester, 1912-13. . . 232 

CXXXIV. Distribution of scholarship marks given in various subjects 

and grades, first semester, 1914^15 234 

CXXXV. Total percentage of retention in EngUsh 239 

CXXXVI. Record in high school of eighth-grade graduates from the 

schools for white children, semester ending January, 1914. . 241 

CXXXVII. Achievement of Bloomington high school graduates as students 

in Indiana University 242 

CXXXVIII. Showing made by Bloomington high school graduates in the 

award of honors at Indiana University 243 

CXXXIX. Grades, Indiana University Freshmen, fall term, school year, 

1913-14, in mathematics 244 

CXL. Size of high school classes, first semester, 1913-14 245 

CXLI. Size of high school classes, second semester, 1913-14 246 

CHAPTER VII 
Teachers 

CXLII. Qualifications of grade teachers 248 

CXLIII. Qualifications of high school teachers 250 

CXLIV. Qualifications of superintendent, principals, and supervisors. . 251 

CXLV. Salaries of teachers "n 252 

CHAPTER VIII 

Supervision of Instruction 
CXLVI. Analysis of work of principals 253 

CXLVII. Time spent in recitation and in preparation on part of pupils in 
Bloomington high school, teachers' estimates and pupils' 
statements 262 

CXLVIII. Time of preparation of subjects as listed by teachers and 

pupils 264 



xii List of Tables 

CHAPTER IX 
School Buildings 

CXLIX. Location of buildings within city limits 284 

CL. Central building (outside city) 289 

CLI. Facts about each school building. Spring of 1913 290 

CLII. Facts about the physical school plants 293 

CLIII. Drinking, toilet, and playground facihties 297 



A SURVEY OF A PUBLIC SCHOOL 

SYSTEM 

CHAPTER I 

THE COMMUNITY AND THE PLAN OF ITS PUBLIC 
SCHOOL SURVEY 

I. Plan of the Survey 

There are various possible motives that might operate in the 
inauguration of a school survey. It is conceivable that a survey 
might be launched by individuals, or by organizations outside the 
schools themselves. In such cases the incentive might be retaliation 
on the part of enemies, opportunity to advertise the community, 
or a sincere desire to discover conditions as a basis for helpful and 
constructive assistance to the school authorities. A survey started 
by the school authorities themselves might have back of it the desire 
to discredit a previous administration, to defend themselves against 
present attacks, to advertise their own efficiency, or to learn in order 
to make improyement possible. The latter motive, whether the 
survey is prompted by those without the system or by those within 
the system, is the only wholesome and promising motive to have 
back of such a movement. 

With a survey determined upon, the next question concerns the 
forces that are to make it. It may be made by outside experts and 
this method has in its favor the arguments that such experts are 
prepared to do their work quickly and that they are likely to be 
unprejudiced. On the other hand, they are subject to the danger of 
not understanding thoroughly the local conditions and consequently 
of misinterpreting the data. Moreover, their work usually stops 
with a setting forth of conditions found and recommendations made. 
They do not usually have a hand in the inauguration of the remedies 
suggested for existing evils. 

The survey might be made by the local school authorities, including 
school board, superintendent, principals, and teachers. Such a 



2 A Survey of a Public School System 

survey has the advantage of being made by those who are famiUar 
with conditions. Furthermore, it stimulates interest and creates an 
attitude that goes a long way toward insuring the application of 
successful remedies to defects found. It is the opinion of some 
school men that very little help can be expected from principals and 
teachers in such surveys. My own experience justifies me in predict- 
ing that a survey undertaken by the teaching corps as a whole will 
soon reveal to the superintendent that some of the accomplishments 
of principals, buildings as a whole, or individual teachers will surpass 
even his own dream of what could be accomplished. Of course some 
of the work thus done will certainly be carelessly done by a few 
indifferen or negligent individuals, but the checking up of such work 
has a wholesome effect on them and frequently converts them to a 
more helpful attitude toward school problems. There is the danger, 
of course, that teachers may be overloaded and such a danger needs 
to be kept in mind, for the most faithful teachers will overwork rather 
than complain. In order to avoid the overstrain, much of the me- 
chanical part of the work should be turned over to a competent clerk. 
Because of the amount of work connected with it, a survey made by 
local school officials must stretch over a much longer period of time 
than a survey by outside experts. Hence where time is an important 
factor the local plan would have its serious drawbacks. 

Where such a thing is possible, the survey should be made by a 
combination of factors, the local people doing the bulk of the work 
under the guidance of the expert or experts from the outside. Under 
such a combination the advantages of two types of knowledge and 
interest are centered on the problem. 

As to types, surveys may be classified under two heads, sporadic 
and partial on the one hand, and continuous and complete on the 
other. The first tvpe is apt to result when full dependence is put in 
the outside expert. Both funds and time are usually limited under 
such a plan. Where the whole teaching corps is inspired through the 
habit of shouldering the responsibility for discovering and remedying 
defects, the conditions are ripe for a continuous, intelligent, and 
complete survey, especially where the guiding and organizing hand 
of the outside expert supplements local activity. 

Organization for a school survey depends of course upon the type 
of survey undertaken, the funds available, the motives back of the 
work, the co-operative spirit of the community and of the teaching 
corps. Assuming that all of the above conditions are ideal, that the 
schools and the community are a unit in desiring thorough and 



Communily and Plan of its Public School Survey 3 

accurate information that may serve as a basis for improving the 
educational system, it would seem that the best organization for the 
work would be an organization that would combine the services of 
educational experts from the outside, of representative organizations 
or interests in the community, and of school board, superintendent, 
principals, and teachers of the schools. Much of the tabulation of 
data can properly be left to an office force created especially for 
that kind of work. Such an office force will be considered indispen- 
sable when the necessity for continuous, intelligent surveying is fully 
realized. 

The survey of the Bloomington public school system was under- 
taken with the twofold view of determining and remedying condi- 
tions. The survey covered a period of six years though the bulk of 
the work was done during the years 191 2-13 and 1913-14. The work 
of the year 1913-14 was supervised and directed by Dr. G. D. 
Strayer, of Columbia University, who made a special trip to Bloom- 
ington and remained on the field three days organizing the work, after 
which he continued his suggestions and oversight of the work through 
correspondence. Some special problems were worked out independ- 
ently by the superintendent, the principals, and certain individual 
teachers somewhat familiar with statistical methods. Much of the 
work was done in a co-operative way as is always necessary to the best 
results. As a result of this co-operation practically every teacher in 
the school system has contributed to the results. It was possible, 
also, to arrange to have some of the tests given or graded by outside 
experts. Dr. C. W. Stone once gave his own tests in sixth-grade 
arithmetic. Two other times he had Dr. E. E. Jones, of Indiana 
University, give the tests. Each of the three times the tests were 
given Dr. Stone supervised the grading of the papers. The Courtis 
Composition, Reading, Spelling, and Writing Tests were all graded 
under the direction of Mr. S. A. Courtis and by his own corps of 
graders. Professor H. G. Childs and his class in school administra- 
tion gave the Drawing Test and graded the papers. Material assis- 
tance, too, was given in the survey by graduate students in the 
university, eight of whom worked out theses for the Master's degree 
on practical problems connected with the Bloomington schools. The 
majority of these studies were worked out under the direction of 
the author and with all of them he was familiar during the progress 
of the work. From the following five of these eight studies extracts 
have been taken and embodied in this thesis: "Progress through the 
Grades," by A. C. Burgin; "An Investigation into the Causes of 



4 A Survey of a Public School System 

Children Leaving School before Graduation and their Employment 
after Leaving," by Bel via Cuzzort; "The Retention in Rank of Eighty- 
Six Pupils in the Bloomington Graded and High Schools," by Charley 
Bruner; "A Comparative Study of the Standing of Township and 
City Graduates," by Clifford Woody; "A Social Survey of Blooming- 
ton, Indiana," by Marcellus I. Gragh. 

2. Source of the Early Population of Bloomington 

Bloomington, the county seat of Monroe County, Indiana, situated 
as it is in the southern part of the state, has been influenced during 
'its history more by southern ideas than by those of New England. 
In 1800 there were approximately two hundred white inhabitants in 
the state and these were composed almost wholly of French in and 
about the forts, and trappers originally from Kentucky and Virginia. 
People from Kentucky, Tennessee, and the southern states along the 
Atlantic coast steadily streamed into southern Indiana while the 
northern part of the state was noticeably tinged with New England 
stock. After the early thirties an occasional New Englander found 
his way to Bloomington. From 1820 to i860, during that wonder- 
ful westward movement of population, many Scotch-Irish from South 
Carolina left their small farms and migrated up the east side of the 
Blue Ridge through the Cumberland Gap and Kentucky into the 
vicinity of Bloomington. Others of the same stock entered this 
community from Western Pennsylvania and Eastern Ohio. This 
stock came in large enough numbers to stamp itself permanently 
upon the community. Bloomington township in which a portion 
of the city of Bloomington is located was settled certainly by 1816 
and possibly earlier than that. As early as 181 7 buildings were 
erected on the present town site. On April 10, 18 18, the county 
commissioners ordered the county seat laid off and named Bloom- 
ington. By 1830 the population of the town was approximately 
700 and by 1847 it had reached 1200. 

For a long time after the settlement of the state, Indiana was 
noted for her illiteracy. In 1840 out of a population of 268,040 over 
twenty years of age 38,100 were unable to read or write. Monroe 
County contributed her share to this illiteracy. Her attitude toward 
education is pretty well exhibited in the following vote taken in 1849 
on the question of free public schools for the state: 



Comtnvnity and Plan of its Public School Survey 



Bean Blossom To\vnship. 

Benton Township 

Bloomington Township. . 
Clear Creek Township. . 
Indian Creek Township . 

Marion Township 

Richland Township 

Perry Township 

Salt Creek Township. . . . 
Van Buren Township. . . 
Washington Township . . 



For Free 


Against Free 


Schools 


Schools 


59 


112 


44 


41 


128 


307 


76 


85 


40 


101 


16 


35 


59 


128 


127 


20 


39 


60 


43 


113 


36 


38 



667 1040 



From the very beginning, though, there was an element in the 
vicinity of Bloomington heartily in favor of education. This ele- 
ment, composed largely of South Carolina emigrants many of whom 
belonged to the Associate Reform, Seceder, and Covenanter re- 
ligious denominations, was largely represented in Perry Township, 
in which a portion of the city of Bloomington is located, which voted 
in favor of free public schools by a vote of 127 to 20. Bloomington 
Township, in which another portion of the city is located, voted 
against free public schools by a vote of 307 to 128. The vote of 
the city itself is not given. The population in Bloomington Town- 
ship at that time was largely from Kentucky and Virginia. 

Educational interest on the part of some of the early inhabitants 
lOf the village of Bloomington is evidenced by the fact that school 
was taught in the log courthouse in the winter of 1818-19. The 
following year a schoolhouse was built. In 1863 graded schools 
which had been favorably voted on were introduced and the public 
school fund for this purpose was liberally increased several hundred 
dollars by private subscriptions. From 1835 to 1852, the date of 
the new school law, the county of Monroe provided in its county 
seminary opportunities for higher education in the community. 
At no time in its history has Bloomington been without adequate 
educational facilities either in her private or her public schools. 
On more than one occasion the state university situated in Bloom- 
ington was helped financially either by public or private contributions. 
These efforts prove conclusively that there has always been a strong 
element for educational advantages in the community though for 
many years alongside of this element there was another, almost 
continuously from the beginning of the city's history, that was in- 
different and even hostile to education, particularly free public edu- 
cation. Since the 6o's and 70's, however, there has been a healthy 
school spirit which has gradually grown to the present where it shows 



6 A Survey of a Public School System 

steady enough to bear willingly even at the hands of an administra- 
tion elected on the platform of economy a local taxation for school 
purposes practically up to the legal limit and at a point reached by 
very few communities in the state. Even in 1873 the taxes for school 
purposes bore a favorable relation to the total taxation as is shown 
by the following statement of taxes: 

Taxes for corporation purposes 20 cents on each $100.00. 

Taxes for road purposes 5 cents on each $100.00. 

For general poll tax 25 cents. 

Dogs $1.00 each. 

For school building 50 cents on each $100.00. 

For school building. $1.00 on each poll. 

The total tax was 75 cents on each $100.00 of valuation and a poll 

tax of $1.25. 



3. General View of Present Educational Facilities 
IN Bloomington 

In addition to the regular eight grades in the common school and 
four years in the high school, Bloomington has in its midst the state 
university. This institution provides educational ideals that stimu- 
late both the public school teaching corps and the patrons of the 
schools to put forth extra effort to have efficient public schools. The 
university not only contributes toward furnishing the ideals but it 
also assists in working out those ideals. This stimulus has been 
contributed through the free use, to teachers, of the university library. 
There has been at work, too, for many years a spirit of co-operation 
between the department of education in the university and the 
public schools of the city which has resulted in mutual benefit. 
Such a relation could not fail to leave its stamp upon the efficiency 
of the public schools. Indiana University was established in 1820 
and grew in a period of twenty years, 1892 to 191 2, from an attend- 
ance of 497 to an attendance of 2522. This steady growth is an 
index of the faith of the people of Indiana in their state university and 
with the spread of this faith a larger and larger number of repre- 
sentative young men and women of the state sojourn in Bloomington 
during their college course. As a result of the advanced educational 
advantages many families of refinement have been attracted to the 
city and many of the younger children of these families are attending 
the public schools of the city. The present population within the 
city limits is almost wholly of native-born Americans. 



Community and Plan of its Public School Survey y 



4. A Brief Descriptive View of Bloomington and 
ITS People, 191 2-13 

Bloomington is a city with a population of something more than 
10,000 in addition to the resident students of Indiana University. 
The city is situated on almost the highest lands of the state at the 
junction of the Illinois Central and the Monon railroads. It has 
doubled in population within eight years. Bloomington is in the very 
center of the Oolitic limestone belt of the United States, a small 
belt of land some one hundred and fifty miles in length and from two 
to fourteen miles in width. Since 1850 stone quarries have been 
operated to a greater or less degree in and about Bloomington. At 
present in Bloomington and Monroe County there are in operation 
seventeen stone quarries, twenty-two stone mills, and fifteen com- 
plete cut stone plants, representing an approximate value of 
$2,000,000. 

Bloomington is situated in an agricultural district where general 
farming is carried on. The surface of the country is undulating. 
The top soil is a dark chocolate clay loam with a dark red clay sub- 
soil underlaid with Oolitic limestone which lies from five to twenty- 
five feet below the surface. Each year more than two million dollars' 
worth of manufactured products are sent out of Bloomington through 
her factories, including one furniture factory with more than eight 
hundred names on the pay roll and an annual output of over 
$1,000,000 dollars, one veneer plant, one basket factory, one harness 
factory, two flouring mills, two machine shops, one book bindery, 
one glove and mitten factory, one ice cream factory, one ice plant, 
one glass factory, four saw mills, one creosoting plant, three planing 
mills, one foundry, one storage battery works, five printing offices, 
one gas plant, two power laundries, one creamery, one washing 
machine factory, one broom factory. 

There were employed in Bloomington at the time the occupational 
survey was made, 191 2-13, 4440 individuals, 85.8 per cent men 
and 14.2 per cent women. Approximately 45 per cent of all the 
inhabitants of the city were helping to support themselves or their 
families. 

Table I gives the principal occupations of the women with the 
number employed in each occupation. 



8 A Survey of a Public School System 

TABLE I 

Domestics Ill Basket makers 27 

Teachers 98 Cooks 25 

Clerks 71 Telephone operators 25 

Machine operators 57 Stenographers 22 

Bookkeepers 29 

Table II gives the principal occupations of the men with the num- 
ber employed in each occupation. 

TABLE II 

Unskilled laborers : 419 Foremen 55 

Clerks 165 Farmers 49 

Drivers 159 Managers 49 

Merchants 133 Barbers 47 

Teachers 130 Planermen 47 

Carpenters 125 Painters 45 

Cabinet makers 94 Contractors 44 

Firemen 72 Finishers 44 

Engineers 64 Packers (furniture) 36 

Stone masons and cutters 57 Veneerers 33 

TABLE III 

Occupations by Buildings of Parents of Children in the Grades, 1913- 
14, IN All Cases in Which the Occupation could be Ascertained 

Each parent counted as many times as there were children in the family attending school. Only 
fathers counted where fathers were living. 

OcctTPATioN Central McCalla Falrview Colored Total Percentage 

Building Building Building Building Number of Parents 
Parent Number Number Number Number of Pupils in Each 

of Pupils of Pupils of Pupils of Pupils Occupation 

Architect 1 1 .1 

Barber 1 9 8 4 6 27 1.7 

Blacksmith 10 2 16 28 1.7 

Boarding-house keeper .7 1 8.5 

Bookkeeper 2 9 2 13 .8 

Brick mason 1 2 3 .2 

Cabman 2 4 6 .4 

Cabinet maker 6 8 6 20 1.2 

Carpenter 34 13 11 58 3.6" 

Carver 5 5 .3 

Clerk 16 14 18 48 3.0 

Commercial agent 1 1 .1 

Contractor 12 7 4 23 1.4 

Cook 3 1 3 9 16 .1 

Dentist 2 2 .1 

Draftsman 1 5 6 .4 

Drayman 3 4 7 .4 

Dressmaker 1 2 3 .2 

Dye worker and cleaner 14 5.3 

Editor 2 2 .1 

Electrician 3 4 2 9 .6 

Engineer 26 10 6 42 2.6 

Engraver 1 1 .1 

Expressman 2 2 .1 

1 Read as follows: There were 9 children in the Central building, 8 in McCalla, 4 in Fairview, 
6 in the Colored building, or 27 in all buildings whose fathers were barbers. 1.7 per cent of the fathers 
of all children in the grades were barbers. 



Community and Plan of its Public School Survey 



TABLE III (Continued) 



Occupation 

OF 

Parent 



Central 
Building 

Number 
OF Pupils 



Farmer 29 

Fireman 10 

Florist 2 

Foreman 8 

Gardener 

Glass worker 

House cleaner 

Housekeeper 19 

House mover 

Industrial proprietor . . 2 

Inspector 4 

Insurance 4 

Janitor 12 

Laborer 121 

Laundry 2 

Launderer 

Lawyer 4 

Liveryman 4 

Librarian 

Lumber dealer 4 

Machinist 13 

Manager 2 

Manufacturer 15 

Mechanic 4 

Merchant 42 

Miller 3 

Minister 7 

Nickel polisher 

Nurse 

Optician 1 

Painter 12 

Physician 4 

Planerman 12 

Plasterer 3 

Poolroom proprietor ... 2 

Pastor 

Printer 1 

Professor in Univer- 
sity 13 

Public ofiicial 17 

Quarryman 32 

Railroader 59 

Real estate 2 

Registrar of Univer- 
sity 1 

Rooming house 

Saloon keeper 

Saw filer 1 

Sawyer 2 

Showman 

Stenographer 

Stock buyer 

Stone cutter 18 

Stone mason 19 

Student 5 

Superintendent 14 



McCalla 
Building 
Number 
OF Pupils 

20 
4 



Fairview Colored Total Percentage 

Building Building Number of P.iuients 

Number Number of Pupils in Each 

OF Pupils of Pupils Occupation 

9 
6 



1 




13 


9 


3 




3 




2 


1 


9 


3 


113 


95 


1 




4 




4 




1 




1 






1 


10 


12 


2 




7 


2 




3 


29 


22 




1 


3 






1 


1 




7 


10 


6 






10 


6 


2 



30 




4 


9 


2 


31 


13 


15 


4 




1 




1 




3 


5 


1 




1 




1 


2 



19 





58 


3.6 




20 


1.2 




2 


.1 




19 


1.2 




2 


.1 




3 


.2 


2 


3 


.2 


2 


43 


2.6 




3 


.2 




2 


.1 




7 


.4 




7 


.4 




24 


1.5 


53 


382 


23.5 




3 


.2 




4 


.3 




8 


.5 




5 


.3 




1 


.1 




5 


.3 




35 


2.2 




4 


.3 




24 


1.5 


2 


9 


.6 




93 


5.7 




4 


.3 




10 


.6 




1 


.1 




1 


.1 




1 


.1 




29 


1.8 




10 


.6 




22 


1.4 


1 


12 


.7 




2 


.1 


4 


4 


.3 




2 


.1 




43 


2.6 




30 


1.8 


1 


66 


4.1 




87 


5.4 




6 


.4 




1 


.1 




1 


.1 




1 


.1 




1 


.1 




10 


.6 




1 


.1 




1 


.1 




3 


.2 




18 


1.1 




44 


2.7 




13 


.8 




22 


1.4 



Total 
Number 
OF Pupils 


Percentage 

OF Parents 

IN Each 

OCCUPTAION 


2 


.1 


19 


1.2 


1 


.1 


5 


.3 


10 


.6 


11 


.7 


1 


.1 


3 


.2 


2 


.1 


17 


1.0 


6 


.4 



lo A Survey of a Public School System 

TABLE III {Continued) 

Occupation Central McCalla Fairview Colored 

OF Building Building Building Building 

Parents Number Number Number Number 

OF Pupils of Pupils of Pupils of Pupils 

Tailor 2 

Teacher 9 8 2 

Timber buyer 1 

Tinner 5 

Transfer 10 

Traveling salesman .... 3 7 1 

Truant officer 1 

Undertaker 1 2 

Waiter 2 

Washerwoman 5 5 1 6 

Watchman 4 1 1 

Total 710 476 350 90 1625 100.0 

Summary of Table III 

1. 9.5 per cent of all the wage-earning parents of pupils in the first eight grades 

are in what might be termed the professions. 

2. 17.7 per cent of such parents are in business for themselves. 

3. 35.7 per cent of them are skilled laborers. 

4. 37 per cent of them are unskilled laborers. 

5. Social Conditions in Bloomington 

The following conclusions are based upon a limited amount of 
data gathered during the year 1 913-14 by the teachers in the 
upper grades and high school and compiled under the direction of the 
superintendent of schools by Mr. Marcellus Gragh, a graduate student 
in Indiana University. Data were gathered from 535 families out 
of a total of 2592 families in the city. The 535 famihes were dis- 
tributed as follows, 38.8 per cent in the northeast section of the 
city, 22.6 per cent in the northwest section, 15.6 per cent in the 
southwest section, and 23 per cent in the southeast section. After 
careful consultation with a map of the city interpreted by a leading 
real estate agent, families on the following streets were chosen as being 
typical of the families in the respective sections. 

The names of the streets are given — each street accompanied 
by the per cent that the reported families living on it is of the whole 
number of families living on it. per 

cent 

North Grant Street, northeast section 21.6 

West Seventh Street, northwest section 30. 7 

West Third Street, southwest section 20. 

South Washington Street, southeast section 27. 8 

For each item of information a distribution is made for the whole 
city according to the same ratio that the 535 families distributed 
themselves. Not all of the 535 families reported on each item. 



Community and Plan of its Puhlic School Survey ii 

A distribution of the total number of white famihes in residence 
periods, by the same ratios as the 483 white families reporting, reveals 
the following facts: 

PER 
1 • PI- CENT 

Families having a residence in Bloomington of from one week to one 

year, inclusive 486 or 20 

Families having a residence of from 1 year to 3 years, inclusive 282 or llj 

Families having a residence of from 3 years to 5 years, inclusive 210 or 8| 

Families having a residence of from 5 years to 10 years, inclusive 457 or 18§ 

Families having a residence of from 10 to 20 years, inclusive 526 or 21 

Families having a residence of 20 years or more 513 or 20^ 

Families having a residence of 50 years or more 62 or 2^ 

Families having a residen:e of 99 years 5 or A 

On distributing in the same way the total number of colored 
families, the following facts are found: per 

CENT 

Families having a residence of from 1 week to 1 year, inclusive 6 or 5 

Families having a residence from 1 year to 3 years, inclusive 12 or 10 

Families having a residence from 3 years to 5 years, inclusive 18 or 15 

Families having a residence from 5 years to 10 years, inclusive 23 or 20 

Families having a residence from 10 years to 20 years, inclusive 36 or 30 

Families having a residence of 20 years or more 23 or 20 

Families having a residence of 50 years 6 or 5 

The last item is included in the residential period of 20 years or more, above. 

The scholarship of heads of families, 780 white parents and 27 
colored parents reporting, is shown as follows: 

YEARS 

Average number of years' schooling of husbands (white) 9 

Average number of years' schooling of wives (white) 8.5 

Average number of years' schooling for both 8.75 

Coefficient of correlation (Pearson's formula) between number of years' 

schooling of husbands (white) and number of years' schooling of wives. . . 68 

Average number of years' schooling of husbands (colored) 5 

Average number of years' schooling of wives (colored) 5.9 

Average number of years schooling of both 5.6 

Coefficient of correlation between number of years' schooling of husbands 

(colored) aiid wives 63 

Using the per cents by which white parents who made reports 
distribute themselves according to the amount of schooling, it is 
estimated that about 124 parents in Bloomington never went to 
school; about 1405 parents quit before reaching the eighth grade; 
about 161 7 parents quit school in eighth grade or at the end of it; 
about loio parents have had some high school training; 792 parents 
have had some college work; and 445 parents are college graduates 
and post-graduates. 

Of the colored population, it is estimated that about 44 parents 
never went to school; about 44 parents quit school in the eighth 
grade or at the end of it; about 95 parents quit school below the 
eighth grade; and about 53 parents have had some high school work. 



12 A Survey of a Public School System 

The church and fraternal order membership of heads of families 
as reported in answers to questionnaire is shown as follows: 

While families per cent 

Church membership of all fathers reporting 74.6 

Non-church membership of all fathers 25 .4 

Club and fraternal membership of fathers 55 . 7 

Church membership of all mothers 85 .5 

Non-church membership of all mothers 14.5 

Club and fraternal membership of all mothers 25 

Sabbath school attendance of fathers and mothers based on their church 

membership 14 

Children in the public schools who attend sabbath school taken with 

those who do not attend sabbath school 80 

Children in the public schools who do not attend sabbath school taken 

with those who do attend sabbath school 20 

Total estimated membership of white fathers in all churches in Bloom- 

ington 1783 

Total estimated membership of white mothers in all churches in Bloom- 

ington 2200 

Total estimated membership of white fathers and mothers in all churches 

in Bloomington 3983 

Colored families per cent 

Church membership of all colored fathers reporting 55 

Non-church membership of all fathers 45 

Fathers having club and fraternal order membership 10 

Church membership of all mothers 100 

No non-church membership nor no membership in club or fraternal orders 

indicated for colored mothers. 
Per cent of sabbath school attendance of fathers and mothers based on 

their church membership 9^ 

Total estimated membership of colored fathers in all churches in Bloom- 
ington 66 

Total estimated membership of colored mothers in all churches in Bloom- 
ington 118 

Total estimated membership of colored fathers and mothers of all churches 

in Bloomington 184 

6. A Summary of Facts Regarding Home Conditions 

Below is given a summary of facts from the tabulation of the 
survey mentioned above. These facts are to some extent, at least, 
an index to home conditions. 

Houses: 

Out of 458 cases reported: 

Number of houses owned by occupants 224 

Number of houses rented 234 

Number of houses owned by the occupants and mortgaged 84 

House conditions: 

Out of 464 reports on house conditions: 

Good house conditions 282 

Fair house conditions 138 

Bad house conditions 44 

Number of cases where one family lived in a house 373 

Number of cases where two or more families live in the same 

house 100 

(Last two items out of a total of 473 houses.) 



Community and Plan of its Public School Survey 13 

Furniture: 

In 442 reports on furniture conditions: 

Number of cases of good furniture conditions 281 

Number of cases of fair furniture conditions 116 

Number of cases of bad furniture conditions 45 

Number of cases having an ample supply of furniture 373 

Number of cases that did not have an ample supply of furniture. . 49 

Yards: 

Out of 453 reports on yard conditions: 

Number of cases of good yard conditions 194 

Number of cases of fair yard conditions 214 

Number of cases of bad yard conditions 45 

Adjoining property: 

Conditions of streets and alleys adjoining property, 421 families in the report: 

Number of cases of good condition 297 

Number of cases of fair condition 93 

Number of cases of bad condition 31 

Miscellaneous facts: 

Number of families having bathing facilities 164 

Number of families not having bathing facilities 61 

Per cent of families reporting on this item who have bathing fa- 
cilities 72.8 

Number of families having cellars 334 

Number of families reporting sewer connection 222 

Number of families reporting plumbing connections 209 

Number of cesspools reported 52 

Water supply: 

Number of families using wells 63 or 9 % 

Number of families using city service 276 or 37^ % 

Number of families using cisterns 391 or 53J % 

Some families have more than one means of water supply. 

Number of families reporting inside toilets 196 

Number of families reporting outside toilets 307 

Per cent of families reporting who have inside toilets 39 % 

Per cent of families reporting who have outside toilets 61 % 

A few families have both inside and outside toilets. 

Heating: 

319 families reported: 

Number of families using stoves 201 or 63 % 

Number of families using hot air furnaces 65 or 20|% 

Number of families using hot water 42 or 13 % 

Number of families using steam heat 11 or 3^ % 

Lighting: 

524 families reported: 

Number of families using electric light 223 or 42| % 

Number of families using gas light 115 or 22 % 

Number of families using oil lamps 186 or 35? % 

Some of the families have more than one means of lighting and heating. 

Cooking: 

470 families included in report: 

Number of families doing cooking at home 467 or 99} % 

Number of families not cooking at home 1 or j % 

The above facts for colored families reported are as follows: 

House conditions: 

Number of houses owned by occupants 8 

Number of houses rented by occupants 11 

Number of houses owned by occupants and mortgaged 6 

Number of families reported as having good house conditions . . 2 

Number of families reported as having fair house conditions 11 

Number of families reported as having bad house conditions ... 19 



14 A Survey of a Public School System 

Furniture conditions: 

Number of families having good furniture conditions 2 

Number of families having fair furniture conditions 6 

Number of families having bad furniture conditions 13 

The above three items included in 21 families reported. 

Number of families having an ample supply of furniture 10 

Number of families not having an ample supply of furniture ... 10 

Twenty families included in the report on the two items last mentioned. 

Yard conditions: 

Twenty families reported: 

Number of families having good yard conditions 4 or 20 % 

Number of families having fair yard conditions 12 or 60 % 

Number of families having bad yard conditions 4 or 20 % 

Adjoining property: 

Conditions of streets and alleys adjoining the property. 

Eighteen families reported: 

Number of families having good street and alley conditions. ... 4 or 22 % 

Number of families having fair street and alley conditions 7 or 39 % 

Number of families having bad street and alley conditions 7 or 39 % 

Miscellaneous facts: 

There is no report on bathing facilities among the colored families. 

Number of families having cellars 6 

Number of families having sewer connection 1 

Number of families having-plumbing connections 1 

There were no cesspools reported. 

Water supply: 

Twenty- two families reported: 

Number of families having wells 7 or 32 % 

Number of families having cisterns 12 or 54^ % 

Number of families using city service 3 or 13^ % 

No inside toilets reported. 
■ All families using outside toilets. 

Heating: 

Seventeen families reported : 

All these families use stoves 17 cases. 

No other means of heating was reported. 

Lighting: 

Twenty-two families reported: 

Number of families using electric light 1 or^y'V % 

Number of families using oil lamps 22 or 100% 

None use gas light; one family uses both electric light and oil lamps. 

Cooking: 

Nineteen families reported: 

All the colored families do the cooking at home 19 cases. 



Summary of Chapter I 

1. The survey of the Bloomington schools was undertaken with 
a view to determining and remedying conditions. 

2. To the end that these conditions might best be discovered and 
remedied the plan of survey decided upon was that of co-operation 
between outside experts and local authorities. 

3. Bloomington, in its early history, contributed her share toward 
the illiteracy for which the state of Indiana was noted. 



Community and Plan of its Public School Survey 15 

4. The inhabitants of Monroe County, of which Bloomington 
is the county seat, even voted in 1849 against free public schools 
by a vote of 1040 to 667. 

5. From the beginning, however, a noticeable element in the 
population of Bloomington supported general education. 

6. At the present time the city of Bloomington gladly supports 
public education by a tax considerably higher than that levied by 
the majority of other Indiana towns for educational purposes. 

7. Approximately 45 per cent of all the inhabitants of Bloom- 
ington help to support themselves or their families, 85.8 per cent of 
this number being men and 14.2 per cent women. 

8. Of all wage-earning parents of children in school, 9.5 per cent 
are in professions, 17.7 per cent in business for themselves, 35.7 per 
cent in skilled occupations, and 37 per cent in unskilled occupations. 

9. The median number of years' schooling of white parents in 
Bloomington is: fathers, 9 years; mothers, 8.5 years. Of colored 
parents the median is: fathers, 5 years; mothers, 5.9 years. 

ID. It is estimated that about 124 white parents in Bloomington 
never went to school; about 1405 quit school before reaching the 
eighth grade; about 1617 quit in the eighth grade or at the end of 
it; about loio have had some high-school training; and about 792 
have had some college work; while 445 are college graduates and 
post-graduates. Of the colored population about 44 never went to 
school; about 44 quit in the eighth grade or at the close of it; 95 
quit below the eighth grade; and 53 have had some high-school 
work. 

11. The per cent of white parents that are church members is: 
fathers, 74.6; mothers, 85.5. Of colored parents the per cent is: 
fathers, 55; mothers, 100. 

12. Of the white families only 14 per cent of the parents who are 
church members attend sabbath school while 80 per cent of all white 
children in the public schools attend sabbath school. Of the colored 
families only 9I per cent of the parents who are church members 
attend sabbath school, whereas 80 per cent of all the colored children 
in school attend sabbath school. 

13. Of the white families a little over 50 per cent live in rented 
property. Of the colored families about 58 per cent live in rented 
property. 



CHAPTER II 

NORMAL PROGRESS, RETARDATION, AND 
ACCELERATION 

In recent studies on retardation and acceleration various bases for 
determining normal progress have been used. The age-grade basis 
and the years in school and progress made basis are the two funda- 
mental ones upon which to figure normal progress. Both of these 
methods have been used in the Bloomington studies. In the prac- 
tices of those who use the age-grade tables alone there is lack of 
uniformity. Some count from six to seven years of age as the normal 
age for the first grade, seven to eight for the second, etc. Others 
allow a range of from six to eight for the first grade, seven to nine for 
the second, etc. In this study the median entering age of children in 
the IB grade, the first half year of school, was determined. It proved 
to be approximately six and one-half years. With this age as the 
normal entering age normal progress was determined as follows: 
Six and one-half to seven years, ib grade; seven to seven and one- 
half years, ia grade; seven and one-half to eight years, 2B grade, 
etc. Unless a child made a half year of progress in school for every 
half year attended, assuming that each child entered school at the 
median age of entering, i.e., six and one-half years, he was counted 
retarded. 

In the Bloomington survey normal progress, retardation, and 
acceleration are in most cases figured on the basis of six and one-half 
as the entering age and one-half year of progress in school for each 
additional half year of age. For the sake, however, of comparison 
with other systems that have worked out retardation and accelera- 
tion on the basis of allowing a range of approximately two years for 
each of the eight grades in school, i.e., six to eight for the first grade, 
seven to nine for the second, etc., and for the sake of comparing the 
Bloomington system of schools on this basis with itself at various 
times Tables V, VI, and VII are given. 

The following table proves conclusively that the median or average 
age of beginning ib pupils in the Bloomington schools is fairly close 
to six and one-half years: 

i6 



Normal Progress, Retardation, and Acceleration 



17 



10 



10 



w2 



^ o 

I" 



Si 



^ Q 



< O^ £ . CN CN -H 

m <^ M3 o o o 



^ ON ^D C^ ON 



Mo,- 



^B< o O ^ O 



^.^a-j,"^ 



Q W O O 



"1 ^ 

10 "0 OS o 



S<' 



Q Q 



S Ph 2 M 
« (J ,„ B^ 



rs O V3 t-; 
■^' Ov ^ 10 



10 ov t^ t^ 



pq oi \o so sO O 



?" 



I Os CO so 



>-i 10 so J^ 



O g m . 






J cm 
<< 



■* o t^ 00 

so so so so 



-2 >J ^ ,„ 

S O P3 O 2 S 






■rt O so fO 



f^ '-I CN OS 10 

*"■ SO SO SO O 



S o S ■ « 

< BJ so so so so '"^ 



a so 10 o ^ 
to 



Co 



pp 



w 



5 O O Bi CN CN 

2 pq '-' o 

o w Oi; so so 10 so 

5 <^ so so so so 



PQ ■'>< 



tN t^ >-l 00 



< O 



,Q^i-i 



so so ID »0 



^b! so so so so 



^ r^ 00 O 00 
2; pm O CN «m -h CN 

RwoS^OsiOsO 

^ so so SO so 

. 1^ CN t^ SO 

Q ^ -H so so Os' 



?s< m 









p^S 00*^ so t^ 
«' so so so so 

>l 

. '^ 

< 10 10 '— I ir> 

Q CN CN 

O 00 SO 10 SO 

« so so so so 

, CN OS f^ t--. 

< CN OS T*< SO 



e5 i§ 



a.o 






>5' 



00 Os t^ 00 

so so so so 



^ 



tJ pj c/i t/D 

OS 



00 so' so Os 
CN -^ CM CN 

SO SO sO SO 



>0 T)< '-H ir5 

10 •" fO -^ 
T-< CN CN CN 

,-j. Tl< C^ CO CO 

^ SO O O sO 



^^ f^ 



^ 



Co 



< 



§ ca m ca 03 

« ■^ -H -rt T-H 

O 



§ PQ m M 03 

BJ rt rt rt ^ 

o 



« i^ ra r „ 
a oj lT rt O 



tn TO C .-^ 
lU fcS <3j O 



1- >-, ra ^ ^rf 



03 ^ 
o •— ■" 






1 8 A Survey of a Public School System 

Table V gives the figures for retardation, acceleration, and normal 
progress of thirty American cities. These figures with the exception 
of those from Bloomington are copied from page igi of the Survey of 
the School System of Salt Lake City, Utah, wliich table, with the 
exception of figures for Salt Lake City and Butte, Montana, were 

TABLE V 

Retardation, Acceleration, and Normal Progress in 30 American Cities 

PER CENT 

Retarded Normal Accelerated 

Quincy, Mass 19 31* 50 

Bloomington, Ind. (ages May 29, 1914) 22.4 66 11.6 

Racine, Wis 28 42 30 

Amsterdam, N. Y 28 23 49 

Syracuse, N.Y 29 29 42 

Indianapolis, Ind 29 37 34 

Bloomington, Indiana { ^ 'e^s Se T 1 } ^^ ' ^ ^^ ^ ^^ 

Danbury, Conn 31 31 38 

Milwaukee, Wis 31 41 28 

Rockford, 111 32 40 28 

Canton, Ohio 34 38 28 

Elmira, N. Y 34 28 38 

New Rochelle, N. Y 34 30 36 

Muskegon, Mich 35 40 25 

Niagara Falls, N.Y 36 33 31 

Topeka, Kansas 36 38 26 

Bloomington, Indiana < S nt 1 l ^^ 52. 2 10.8 

Danville, III '. 38 34 28 

Trenton, N.J 38 31 31 

Reading, Pa 40 35 25 

Plainfield, N. J 40 30 30 

Perth Amboy, N. J 41 32 27 

Bayonne, N. J 42 31 27 

Hazelton, Pa 42 36 22 

Salt Lake City, Utah 43 40 16 

East St. Louis, 111 44 34 22 

Elizabeth, N. J 46 31 23 

Kenosha, Wis 48 36 16 

Montclair, N. J 48 34 18 

New Orleans, La. (white) 49 31 20 

Butte, Mont 51 41 7 

Passaic, N.J .. 51 32 17 

copied from Ayres' "Identification of the Misfit Child," Russell 
Sage Foundation, Bulletin No. io8. In Table V pupils between six 
and one-half and eight years of age during last month of the school 
year are considered normal for the first grade as far as the Salt Lake 
City figures are concerned. The ages for some of the cities in the 
table were doubtless computed from dates earlier in the school year. 
Dates for computing ages in Bloomington are indicated. In the 
report for May 29, 1914, ages were computed as of May 29th, the last 



Normal Progress, Retardation, and Acceleration 



19 



day of school, and pupils were counted as of the grades they were 
in before promotion on the last day. In Table V ages six to eight are 
considered normal for the first grade, seven to nine for the second, 
etc. 

TABLE VI 

Number and Per Cent of Normal, Retarded, and Accelerated 
Children 

All elementary school pupils entering Bloomington schools with classes beginning September 
1900, January igoi, September 1901, January 1902, September xgo2, January 1903, September 1903, 
and January 1904, and graduating June 1908, January 1909, June 1909, January 1910, June 1910, 
January 1911, June 1911, January 1912. All pupils entering these classes are included regardless of 
the year of entering or semester pupil was in. Each child counted each semester he was in. Ages as 
of date of opening of school in the fall. Normal age for first grade, six to eight years. Table com- 
puted from figures included in A. C. Burgin's study. 

Grade I II III IV V VI VII VIII 

Boys 417 430 498 522 443 326 348 273 

Girls 377 400 504 582 524 437 409 265 

Total 794 830 1002 1104 967 763 757 538 

Normal 

Boys 256 197 240 245 207 128 175 139 

Girls 241 210 289 310 282 230 232 149 

Total 497 407 529 555 489 358 407 288 

Accelerated 

Boys 50 31 38 39 50 40 41 31 

Girls 51 40 57 57 58 55 47 42 

Total 101 71 95 96 108 95 88 73 

Retarded 

Boys Ill 202 220 238 186 158 132 103 

Girls 85 150 158 215 184 152 130 74 

Total 196 352 378 453 370 310 262 177 

Per cent 

Normal 

Boys 61.4 45.8 48.1 46.9 46.7 39.2 50.8 50.9 

Girls 63.9 52.5 57.3 53.3 53.8 52.6 56.7 56.2 

Total 62.6 49.0 52.7 50.2 50.5 46.9 53.6 53.5 

Per cent 

Accelerated 

Boys 12.0 7.2 7.8 7.5 11.3 12.3 11.5 11.4 

Girls 13.5 10.0 11.3 9.8 11.1 12.6 11.5 15.8 

Total 12.6 8.6 9.5 8.7 11.1 12.4 11.5 13.5 

Per cent 

Retarded 

Boys 26.6 47.0 44.1 45.6 41.9 48.4 37.8 37.7 

Girls 22.5 37.5 31.3 36.9 35.1 34.8 31.8 27.9 

Total 24.7 42.4 37.7 41.0 38.3 40.6 34.8 32.9 



TABLE VII 

Number and Per Cent of All White Pupils in Bloomington Schools, 
October 4, 1913, Normal, Accelerated, Retarded 

Ages as of September i, 1913. Normal Age for First Grade, Six to Eight Years; for Second Grade, 
Seven to Nine Years, etc. 

Grade I II III IV V VI VII VIII 

Boys 132 122 127 141 112 72 72 48 

Girls 138 103 102 114 103 103 87 55 

Total 270 225 229 255 215 175 159 103 



20 A Survey of a Public School System 

Normal I " I" IV V VI VII VIII 

Boys 114 86 79 80 58 37 47 28 

Girls 117 81 61 31 56 62 64 34 

Total 231 167 140 111 114 99 111 62 

Accelerated 

Boys 3 10 13 8 5 5 7 5 

Girls 8 5 7 12 11 12 10 5 

Total 11 15 20 20 16 17 17 10 

Retarded 

Boys 15 26 35 53 49 30 18 15 

Girls 13 17 34 71 36 29 13 16 

Total 28 43 69 124 85 59 31 31 

Per cent 

Normal 

Boys 86.3 70.6 62.2 56.8 51.7 51.4 65.2 58.3 

Girls 84.8 78.5 59.8 27.2 54.3 60.2 73.5 61.8 

Total 85.5 74.2 61.1 43.5 53.0 56.5 69.7 60.2 

Per cent 

Accelerated 

Boys 2.2 8.2 10.2 5.6 4.4 6.9 9.7 10.3 

Girls 5.8 4.9 6.8 10.6 10.6 11.6 11.5 9.1 

Total 4.1 6.6 8.7 7.8 7.4 9.7 10.6 9.7 

Per cent 

Retarded 

Boys 11.3 21.2 27.6' 37.6 43.7 41.5 25.0 31.2 

Girls 9.3 16.4 33.3 62.2 35.0 28.1 14.9 29.1 

Total 10.3 19.1 30.1 48.6 39.4 33.8 19.5 30.0 

A comparison of Tables VI and VII shows that for the Blooming- 
ton schools a much larger percentage of the children had made 
normal progress the fall semester of 1913-14 than for the earlier 
period. Only in the fourth grade is there an exception. 

On the whole, there was less retardation in 19 13 than in the earlier 
period, exceptions occurring in Grades IV and V. In the case of 
acceleration the advantage seems to be with the earlier period. This 
advantage is not as great as it appears, however, because children 
were allowed to enter at a younger age during the earlier period 
than later. Over 7 per cent of the children in the earlier period 
entered the schools before the age of six. The advantage seems more 
in favor of the earlier period than it really is for the reason, also, that 
the earlier study combines all pupils in both semesters of a year while 
the later study applies to the opening of school after a three months' 
vacation, which counts against acceleration. A similar study at 
the beginning of the second semester of 1913-14 would have shown 
a larger per cent of acceleration. The conclusion can safely be 
drawn that noticeable progress has been made in eliminating retarda- 
tion in the schools in recent years compared with the period of enter- 
ing from 1900 to 1904 and of graduating from 1908 to 191 2. 

Table V shows that in comparison with other cities Bloomington 
does not make a bad record so far as retardation and normal progress 



Normal Progress, Retardation, and Acceleration 



21 



are concerned. The percentage of acceleration, however, is low in 
Bloomington, The table also shows that Bloomington has been 
making progress in eliminating retardation and in increasing the 
per cent of normal progress. As for acceleration, however, no progress 
can be claimed. 

In succeeding age-grade tables Bloomington is compared with 
itself from year to year. For these comparisons six and one-half 
years of age is considered the normal entering age and normal progress 
is interpreted as meaning one term of progress for each term in school. 



TABLE VIII 

Showing by Sex, Grade, and Buildestgs Percentages of Retardation Based 
ON Age-grade Tables for October 4, 1913 

Ages as of September i. Normal age for entering, ib grade, six and one-half years. Normal 
progress, one-half year for each half year of school. 



Boys 



Girls 



Grade Central McCalla Fairview Central McCalla FArcviEW 

iB 26 

lA 38.5 

2b 57.1 

2a ii.i 

3b 35 

3a 41.7 

4b 57.9 

4a 63.2 

5b 52.4 

5a 62.5 

6b 77.8 

6a 68.2 

7b 47.5 

7a 50 

8b 42.2 

8a 66.7 



31.1 


48.3 


30.6 


23.5 


16 


38.8 


20 


12.5 


43.8 


42.2 


44.1 


55.5 


20 


51.5 


60. 


27.8 


42.8 





15.4 


42.9 


57.5 


47.8 


50 


38.1 


60 


44.4 


66.6 


50 


35.2 


50 


58.1 


63.6 


40 


44.4 


50 


61.9 


61.1 


53.9 


47.6 


56.2 


62.9 


47 


75 


25 


64.7 


64.3 


70.6 


66.7 


25 


68.4 


45 


60 


64.3 


15 


61.1 


27.2 




51.3 
49 ^ 
31.6 
50 
36.8 


3,i.i 





Summary of Table VIII 

1. In the Central building the per cent of retardation among the boys is greater 
than that among the girls except in grades Ib, 3b, 3a, 5b, 5a, 7b, 8b. 

2. In the McCaUa building the per cent of retardation among the boys is greater 
than that among the girls except in grades 1a, 2b, 6a. 

3. In the Fairview building the per cent of retardation among the boys is greater 
than that among the girls except in grades 1a, 2b, 2a, 3b, 5b, 6b. 

4. Among the boys in grades 1b to 6b inclusive Fairview has the greatest per 
cent of retardation in 5 grades, McCalla in 3, and Central in 3. Among the girls, 
Fairview has the greatest per cent of retardation in 6 grades. Central in 3, and 
McCalla in 1. In another grade Central and Fairview are tied for the largest per 
cent of retardation. 

5. Among th^ boys Central has the least percentages of retardation in Sgrades, 
Fairview in 3, and McCalla in 3. Among the girls McCaUa has the least per cent 
of retardation in 6 grades, Central in 4 grades, and Fairview in 1. 

6. On the basis of the per cent of retardation beginning with the greatest per 
cent of retardation the various grades for the school system as a whole rank as 
follows: 5a, 4a, 6b, 4b, 5b, 8a, 6a, 7b, 3b, 3a, 8b, 7a, 2b, 1a, 2a, 1b. 



22 A Survey of a Public School System 

TABLE IX 

Showing by Sex, Grajje, and Buildings Percentages of Acceleration on 
Age-grade Tables for October 4, 1913 

Ages as of September i. Normal age for entering ib grade, six and one-half years. Normal prog- 
ress, half year for each half year in school. 

Boys Girls 

Grade Central McCalla Fairview Central McCalla Fairvtew 

1b 51.6 34.4 38.7 44.4 44.1 52 

1a 46.1 38.8 50 75 31.2 21 

2b 38.1 38.2 27.8 60 24.2 26.6 

2a 50 44.4 14.2 69.2 46.1 7.1 

3b 40 30.3 34.8 33.3 47.6 25 

3a 41.7 40.7 8.3 33.3 47.1 35.7 

4b 15.8 25.8 27.3 40 33.3 18.1 

4a 31.6 33.3 22.2 30.8 23.8 25 

5b 28.6 25.9 35.3 16.7 50 17.7 

5a 31.3 28.5 5.9 13.3 43.8 10.5 

6b 11.1 30 20 28.6 35 22.2 

6a 13.7 72.7 28.2 50 

7b 22.5 32.7 

7a 34.4 42.1 

8b 36.4 27.8 

8a 13.3 52.6 

Summary of Table IX 

1. In the Central building the per cent of acceleration among the boys is greater 
than that among the girls in grades 1b, 3b, 3a, 4a, 5b, 5a, 8b. 

2. In the McCalla building the per cent of acceleration among the boys is greater 
than that among the girls in grades 1a, 2b, 4a, 6a. 

3. In the Fairview building the per cent of acceleration among the boys is greater 
than that among the girls in grades 1a, 2b, 2a, 3b, 4b, 5b. 

4. Among the boys in grades 1b to 6b inclusive Central has the greatest per 
cent of acceleration in 5 grades, Fairview in 3, and McCalla in 3. Among the 
girls Central has the greatest per cent of retardation in 5 grades, McCalla in 5, 
and Fairview in I. 

5. Among the boys Fairview has the least percentage of acceleration in 5 grades, 
McCalla in 4, and Central in 2. Among the girls Fairview has the least percentage 
in acceleration in 6 grades, McCaUa in 3, and Central in 2. 

6. On the basis of the per cent of acceleration beginning with the greatest per 
cent of acceleration the various grades rank as follows: 1b, 2a, 1a, 7a, 3a, 8a, 3b, 
2b, 6a, 8b, 5b, 4a, 4b, 6b, 5a. 

TABLE X 

Showing by Sex, Grade, and Buildings Percentages of Normal Progress 

on Age-grade Tables for October 4, 1913 

Ages as of September i. Normal age for entering iB grade, six and one-half years. Normal prog- 
ress, half year for each half year in school. 

Boys Girls 

Grade Central McCalla Fairview Central McCalla Fairview 

1b 22.6 34.4 12.9 25 32.4 32 

lA 15.4 22.2 30 12.5 25 26.8 

2b 4.8 17.6 16.8 20 24.2 13.3 

2a 16.7 27.8 42.8 30.8 38.4 50 

3b 25 18.2 17.3 16.7 14.2 15 

3a 16.7 14.8 25 16.7 17.6 14.2 

4b 26.3 16.1 9 20 22.2 31.8 

4a 5.3 4.7 16.6 15.4 28.5 18.7 

5b 19 11.1 17.7 8.3 25 17.7 

5a...' 6.3 7.1 23.5 20 31.2 21.1 

6b 11.1 25 20 7.1 50 16.6 

6a 18.2 20.5 16.6 

7b 30 18.4 

7a 15.6 26.3 

8b 21.2 22.2 

8a 20 10.5 



Normal Progress, Retardation, and Acceleration 23 

Summary of Table X 

1 . In the Central building the per cent of normal progress among the boys is 
greater than that among the girls in grades 1a, 3b,. 4b, 5b, 6b, 7b, 8a. In grade 
3a it is the same for boys and girls. 

2. In the McCalla building the per cent of normal progress among the boys is 
greater than that among the girls in grades 1b, 3b. 

3. In the Fairview building the per cent of normal progress among the boys is 
greater than that among the girls in grades 1a, 2b, 3b, 3a, 5a, 6b. In grade 5b 
it is the same for boys and girls. 

4. Among the boys in grades 1b to 6b inclusive Fairview has the greatest per- 
centage of normal progress in 5 grades, McCalla in 3, and Central in 3. Among 
the girls McCalla has the greatest percentage of normal progress in 7 grades, 
Fairview in 3, and Central in 1. 

5. Among the boys Central has the least percentage of normal progress in 5 
grades, Fairview in 3, and JNIcCalla in 3. Among the girls Central has the least 
percentage of normal progress in 8 grades, Fairview in 2, and McCalla in 1. 

6. On the basis of the percentage of normal progress beginning with the greatest 
percentage of normal progress the various grades rank as follows: 2a, 2b, 1b, 1a, 
7b, 8b, 7a, 4b, 5a, 3b, 3a, 5b, 6a, 6b, 4a, 8a. 

Tables VIII, IX, and X show that for the Central building the 
retardation far exceeds the acceleration. The per cent of pupils 
making normal progress decreases abruptly in the lA and 2B grades 
and in the 4A, 5B, 5A, and 6b grades. The decrease in the fourth, 
fifth, and sixth grades would naturally be expected since the law 
compelHng all children to attend school until sixteen years of age 
unless they have passed the 5A grade and are at work, operated for 
the first time during the fall of 1913-14. Before that time children 
had been compelled to attend school only until the age of fourteen 
without regard to the grade reached. The boys as a rule show a 
greater degree of retardation than the girls, while the girls show a 
greater degree of acceleration. 

Retardation in the Fairview school is distinctly higher than in 
the Central building. This retardation gradually increases with 
fluctuations until the highest grade in the building, 6b, is reached. 
There is not the same degree of difference in this building between 
the boys and the girls. 

McCalla building shows the least per cent of retardation of all 
the buildings. This is to be expected since most of the children of 
the University professors attend this school through the 6a or 7B 
grade. Such children are the children of a selected group and are 
children too that enjoy greater privileges in the home in the way of 
helpful supplementary material. 

The age-grade tables for the years 1909-10, 1910-11, 1911-12 
were made out on a slightly different basis from those that 
precede or follow them. They are not so far different, however, 
that they may not be used fairly safely for comparison. The 



24 A Survey of a Public School System 

necessary allowances can be made when they are used as bases of 
comparison. All ages for these years, 1909-10, 1910-11, 1911-12, 
were secured from school records by three advanced students in 
Indiana University, D. W. Horton, C. A. Davis and Sylvia Cuzzort. 

All ages were reckoned from date of birth, year, and month, to 
September 30, 1909. No account was taken of fractions of a month. 
To get the age for each of the six semesters after September 30, 1909, 
one-half year was added. Thus if a child was six years old on enter- 
ing 6b, his age would be six and one-half for 6a, seven for jb, seven 
and one-half for 7A, eight for 8b, eight and one-half for 8a, etc. A 
pupil was considered six until six and one-half, and six and one-half 
until seven years old. 

Table XI shows a rather uniformly high degree of retardation. 
The per cent of acceleration fluctuates considerably. The low 
point for the normals occurs in the 5B grade. The 8a group is 
incomplete and for that reason unreliable as a basis for drawing 
conclusions. 



Normal Progress, Retardation, and Acceleration 



25 
























00 


1 






1: 
00 


,-H rr; Tfi 


000 


T- -1 


01^^ 


000 

LO 


10 
CM 

ro ro fO 


"^ 
roso -H 



7' 




6 

j3 


00 


'^ ^ IT) 
CN Csl Tj< 


r^ Tt r^ 


00 tr^ "^ 


po (^ 

^ .-H JM 


Cvl OS T) 
t^ l^ •<*l 


m rri f^ 
00 f^ ^ 

•^ C^ ■* 


10 Tj< 10 


0\ 






< 


0\ vO ID 
CN ■^ -* 


tJ* t^ ^ 


0-1 -| 


10 oo<r> 


-H '* <-N^ 


^ sc* 
ro CM 








^ 












<>) 00 00 


ro 10 10 


•<t t^ 


!;5 






n 


rv) 0\ ^ 

ro CN 


cs ■* 


ON On 
rt ^ (>j 


,— LO 

^ ^ rs 


ro o\ 


Os Ttn't^ 

ir> m ^ 


■* •rt CM 
ro 10 rf 


^ 




M 












10 OS ^ 


"0 "* 


o»o 


!;5 




< 




t:J< rO t^ 


T-t ^ U-) 


ON 00 


00 00 
(M rt ro 


t^ <M -H 

<M T-t CM 


CM Os >0 
C^ CM CM 


Oooro 


2 




"o 
.S 


a 


irj CN u^ 


10 "O 


^ CM 


00 OM^ 


t^ t^ 10 

■^ CNI -1 


cq OS lO 

00 t^ fo 


CO -H Tj< 

CM OS t^ 
10 ro ■^ 





W 

z 


H 

















10 rO ■* 


so 00 


00 t^ r^ 




>> 

"3 


<: 


CN CN ■* 


CO CN T; 


O) 1^^ 
^ ^ CN 


T-H ^H CN 


CN 00 


^ 00 10 

-* 10 ■* 


10 --1 00 
^ ^ ^ 


Q 

w 



J3 
J3 


n 


U-) csi r^ 

•^ •*! 00 


ro CN 10 


CN T-H rrj 


CN "* 
r<i r<i ■* 


SO t^ t^ 


^ ^ 


OO-i Os 
00 t^ CM 


a 


S 


< 
H 
W 
P^ 



>> 




10 10 

CN ro vO 


ro 00 ^ 


Csl 00 


■O >D -^ 


000 ro 

CN CN CO 

■rt CN -1 


ro 

CM <r) <^ 


00 t^ 

■* CM f^ 
SO Ti< 10 




J3 












t^ 10 t^ 


Tf CM 00 


CO C^ tJ< 


g 


< 
W 


C 



pa 


00 >0 TjH 

t1< rooo 


c^ -1 


I-, 00 10 


Oi t^ C\ 
C~i ■^ rn 


00 <~0 
■rt rO CN 


IT) r^ Os 

t^ c^ c^ 


■0 r-~ SO 

Tj* ^ rf 


02 


" 












ro i/^ 10 


T:t<'* <^ 


-1 Os CM 


Pi 




u 

<: 


D. 


< 


^ •^ c^ 

ro "O 00 


000 


-H ro Tf 

,-1 T-( OJ 


■rt CN Tfi 


Ov Os Os 


10 U-) Os 

00 CM CM 


irj •<* ■rt 
■<* li-) lO 


1 

1-1 
< 


t 
Pi 



"3 

E 
)-< 



< 


t^ vO ro 

rt Ol Tf 

CN 10 r-- 


10 ro 00 

CDOO -H 


t^ ^ ^ 

IT) On "* 
^ ^ ro 


•O On '^ 
--I CS 

CN r^ 


^ LO SO 

0^ ^ 00 
CN ^ ■^ 

IT) sO t^ 

CN "Tt 


^ ro SO 

■.-1 LO LO 

■<* ^ cq 

uo CM OO 

CM r^ 10 

so CO •* 


^ ■^ 00 
0\ rO 10 

c^ t~~ 10 

000 

10 t^ 

CN >* •* 


Ph 




"ca 












O'^sO 


OS ■^ so 


0-*'* 





c 



a 


t^ 10 (M 

(T) •* 00 


-H — 1 
T-l rt CM 


J^ -^ -H 


000 
CN CN ^ 


t-~ -^ 10 
CN r^i oi 


00 -^ 10 

■.-H CO CnI 


^ -* 00 






■a 
c 












^ t^ 00 


CM ^ 00 


loo-* 




Cm 




C3 


< 


<r> <N lo 


ro 10 00 


^ ^00 


fO Os 
^ ^ CN 


<n CN t^ 

■rt CN ■^ 


t^ 00 t^ 


so 10 so 




-0 












00 "* SO 


r^ ro 


10 Lo r— 


Q 




to 


n 


0\ 00\ 
00 •^ OV 


ro 00 ^ 
CN CN "0 


10 LT) 

<r) 10 00 


r^ f^ 
ro tN 


LO »0 *0 

CM CN CS 


ro CM 
rr^ iTi -rf* 


Tf CnI fO 



tn tn c! 

O •? 



2 o-"oBo.i5o-3o-i=Ort- . - 
opqOH SmOH ypqOH-gP^OH 

iz; < 0^ 



go-boo-^o-^ourto.iao 



e^^ 



Ph< 






26 



A Survey of a Public School System 



(Oioioo vooirj •.-••r-icM coooo 



■O >0 vO 
t-^ t^ r^ 



\0 V2 l^ 
vO vO vO 



U 



"^ >0 O 0\ Ov 00 



>o vO lO 
00 CO 00 



o oo 

vO mD O 



^0 VO C^^ MD O CN 



O vO VO 00 00 >o 



00 •'H O 
<vi ro f^ 



O O o 



lO O rn 
r^ lO O 



O r/^ \0 



"^ J~~ VO 

■* Tjl Tf 



So 



Ov O 0\ 1^ 00 "O 



Os OS 00 00 00 MD 



lO lO lO 

0\ 0\ OS 



■* oo t^ 
^ CS ro 

O lio O 






a o 



lO lO O -^ ■<:*< 00 



MD SO fN Tti fO t^ "^ 1 



SO so t-- 

SO so SO 



t^ 00 1-- 



o o»o 



m ro ro 
ro fD PO 



O »0 ro 
SO CN Tji 



OOO 



so lo so 
t^ O to 



so lO 



^ 



Q CN .rt' 
vD o so 



0.5 

WO 



— ■ "S '=^ 



^V. 



H§mOH§pqOH|wOH5HgpqOH-ymOHMtJ«^H 

;z; < p< Ph^z; Pk< pup:^ 



Normal Progress, Retardation, and Acceleration 



27 



H 






. 








>m^ 


r-00 00 


■^ in <^ 


< 






< 1-^ C50 0\ 

00 CN T-H ro 


Ttl ^10 


10 vO»^ 


<M ^ r<5 


Oslo CN 


ro 00 "^ 
<N 00 "O 


10 CO 
















^-.^ 


Tt- som 


CO CNCO 


s 




d 


P5 re ro vO 
« ro <^ 


vo fS 


■r-^ CN ro 


rO t^ 
-H CN 


00 00 00 


rs -^ 

TJH so 10 


Os'— id 
CO CN CO 


s 
« 




!-• 










f^OO 


CO •-< CO 


SO ■<* 00 




i 


< ro cs 10 


O'-H ^ 


\0 CS 00 


10 "0 

(N T-H rr) 


Tji^ 


OS CN CO 
^ 10 CO 


dco Tj*' 

oo-«i< so 


H 




D. 










CN CN 10 


SO 00 lO 


^ OsOv 






„ (M t~~ 0\ 


cs ^o 00 


in Tti 0\ 


10 t^ CN 

CN T-l •* 


-0 vd -H 


lio t^ r^ 

—< CO CN 


00 10 
t^ Tt so 


t/3 




n! 










1^ 0\ 


CN CO 


Os t^ 


H 




to 
< 




00 00 


00 On t^ 


VO 10 -^ 

CN »^ TjH 


OS (>i 
T-l CN (N 


Os CO-^ 
■^ Tfi CO 


sOco Tj- 


P^ 




"o 










00 -H 


'^99 


OOO 


t/T 

i 






J3 


„ (>) fN 


t:^ VD ro 


ON tN T-^ 
CN rr> 


>0 CN 00 
•« ^ CN 


■^ LO 00 
CN ^ »-l 


00 lO ro 
CN 10 -^ 


d d 00 

10 CO CO 




g 










t^O^-i 


■^000 


■^ Os Os 




s 


< "0 t^ rvi 


CN 000 


\0 (M 


r^ ro 


>or^ CN 


t^ Tf SO 


1^ 00 


C/i 




>. 


»o ^ ■^ 00 


*"* 


■^ CN 


CN CN 10 




T-ico rsj 


t^r* vo 





a 
w 

<: 

H 

H 


■« 
M 










CN CN -5* 


00 0. 00 


00 t^ 


g 


Xi 


n •^ ro ■* 


10 ro 00 


-H 0\0 


10 ^ vo 
!>4 CN ■* 


CN >-( 

•rt po r^i 


SO d CO 

CN CN CN 


so '^ 10 


§ 


V4 










Os-^Os 


10 •-H 10 


10 ir> 10 


P< 


t-l 


< Os Ov 00 
-* fO ro r^ 


00 •* 


t^ OS 


'^ '^ 00 


t^U~lt>. 


CO d 


^ *-H «— I 


hJ 




d 


'"* 


▼~^ 


CN (M T*! 




CN CN CN 


SO SO SO 


pq 


(3 


>. 


















g 
2 












ro roi^ 


-H rj< 00 


SO CO rj* 


(0 ro CN 10 

-* 10 T}< Os 


VO (M 


00 Ovt^ 


Os t^ 
ro CN VO 


•rt Tt cs 


»0 r^ t^ 

■rt CN »^ 


<~0-^ Os 
r^ \0 so 






§ 
















ft 


H 


in 










00 CO CN 


'-H CO rj< 


Os CO CO 


PL, 


8 

< 


t 


<1 00 
"2 ro \o Os 


t^ T-H 00 


0\ ro (N 
CN f*5 


CO vOO\ 
CN CN rt< 


t^ 00 00 


CO 00 CN 
CN CO CO 


00 coos' 


g 


J- 


0. 










Ov t^ 


00 Os 


•-^ 10 ro 


1 


^ 


g 



« \0 (>) 


Ot-i-h 


TflOON 


CN CN 


t^ Ov 00 


u-) so li-j 


t^ CO 10 


P:« 



^tOLO^J 


T-l r-l Csl 


'-I '-I CN 


PO CO \0 




CN CN CN 


10 lO 1/5 


iJ 


^ 










'^COOO 


00 ■^l^ 


SO cs CO 


< 


y 
s 


c3 


< vO ^ r^ 
N loro 00 


t^ VO ro 


lO uo 

»H rt (M 


Ov OS 


(N C> •<f 


t^ 00 00 
r^^CN 


Os CM so 
CO 10 





>> 










r^OCN 


SOOO 


SO 


W 




"3 


n i^ 1^ 
N 00 LO fo 


10 T-H \0 

CN T-H ro 


00 Ov t^ 


^CN 3 


00 CN so 
CN CN CN 


dooj^-i 

CNCOCN 


00 so 
"^ ■* -^ 




c 











00 »-HO 


COtJ* 


T-H to 






a 


" TjH U^ 


000 
T-H <>< ro 


■rt 0^ 


J^ J^ •* 
PO CN \0 


10 00 
CN CO CN 

On 10 -rt 


CN t^ 
SO t^ CN 


1^ T^l SO 


g 




-o 


W lO ro 00 
" >-i vo 1^ 


:::;^°°2; 


VO 


CO 10 ro 


SO 00 00 


CN T-^ ID 


0\ SO 


<: 




tS 


fO "-i rti 


CN (N ■* 


10 CN 00 


CN CN CN 


CN CO CN 


m COr^ 



pqO 



H|pqOH gwOH|pqOH ^ imOH j-'gmOH ^^;§OH 

-^ < p^ ph^ (!,<: p;p< 



28 



A Survey of a Public School System 



H 














CO OS "-I 


Tf Os 00 


CO CN O 






00 ro (^ t--. 


lOu") o 


T^ r-) ro 


Os 00 r^ 


Tf CO rf 
SO -^ lO 


-^ CO t^ 

CO so '^ 
■^ sotO 


"* CN 00 
to CN CO 

OOO 


•t-H 




d 


« t^ t- rt< 
00 CN CN IT) 


00 CN O 


<M lO t^ 


t^ O «^ 

^ ^ rsi 


Os t^ 00 
og 1-1 

so " 00 


I^ to « 

lO CO 

to CO o 


cof^ O 
so CO to 

Os so ^ 


« 




^ 

1 


< l>) (T) LO 

t^ ro ro vO 


»OTf<0\ 


^ Ov fO 


CO O "^ 
tN rs) ■^ 


to CN CO 


CNt^ O 
T-1 CN rsl 


T-H O so 
■ t^ SO SO 


H 




"o 










t^ t^ r^ 


t^ T* so 


so OS t^ 


c/a 




rt 


O lO >o O 
t^ oo ro t^ 


04 0\ ^ 


Os -^ O 

■r^ (TV) 


tJ< LO Os 
rsi -rt CO 




to i-H 00 

CN CO OM 


00 CN 'O 

SO '^ to 


C/5 




< 










r^Tf< so 


t^ to o 


to '-^ "Tl 


O 
Z 

8 

w 




1 


^^^g 


O Ov Os 


o oo 


■cf to Os 
Csj ^ CO 


Cvl o ■^ 
OJ CN CN 


CN to Tt 
CN 'f CO 


to CO -* 




ji: 










i-H rt< t^ 


SO SO -H 


CO O ■^ 






_c 


m 00 00 vo 
»o ro ro t-» 


00 t— lO 


fN O (~sl 
T^ CM CO 


00 --1 Os 
T-< >-i CN 


-^ OOOs' 

rs) .-H r-H 


1— ■ rv] rs) 

CO u^ Tj< 


r^ Os CO 

Tt CN rO 


1-1 
O 




5 










OOv SO 


C^I Tj< Os 


00 t-- ^ 


o 
w 
o 




"3 


< lO vO '-I 


OS ID Tt* 


o o o 

•-H CN (^3 


so --I (^ 
CM <-sl Tt 


O O in 
(>g ^ T^ 


CN CO (V) 

rsq Tti CO 


to rt< to 


C/2 

o 

H 


Q 


C3 










Tti t^ 00 


CN lO t-- 


^ OO'*; 


< 


>2 


H li-> \0 -H 

i^ lo •* o 


Os OON 


OO o 

T-H CM <sr) 


so so tN 
CO —I UO 


so -H 00 
»^ <N ^ 


00 CO OS 
"^ T^i CM 


lO ^ .'-^ 

so CO to 


Iz; 

S 
O 

s 


w 

H 

h-l 
w 
o 


< VO O fN 
^ ro r/5 J^ 


Tht^ ^ 


r)< OOtNJ 


OCHOs 
(N CN ■* 


»-< Tt< rsi 
" Os to 

00 '-H 00 


i- CN so 

^ r-1 SO 
tH CN rt 

^ to lO 


ooco "-; 

t^ 00=g 
t^ lO ^ 

1-1 -"^ so 


M 


i 


tq ro i/^ 00 

^ lo Lo o 


^ i/^ o 


t^ O J^ 

T-H r/5 '^ 


IT) O »0 

CM CN ■* 




rs) Tti CO 
CO m •* 


J~^ so '"^ 


U5 


1 










CO CO CO 


CN to CO 


to CN ""^ 




<: 

i-T 
< 

1 


a 
"5 
E 
o 


< r^ CO \0 
«•<:»< tJ< 00 


t^ 1-^ r(< 


r^ O CO 
■r-< cs ro 


CO SO Os 
CM '-I CO 


SO SO SO 
O CO -H 


O so 00 
CO rj< CO 

O OCM 


cot^tO 

to CO 'T 

ot^»o 


1 


4) 


(0 O lO "^ 


so SO CN 


so {^ CO 
■rt fN "* 


00 CN O 
rt r-( CO 


tN CO CO 
CO --H CN 

r^ t^ t^ 


CN O to 

CO so "* 

to CO 00 


vbsdr? 

CO CN <^ 

00 o <^ 


<< 






< «M r^ -^ 
" ro ro O 


sO SO <M 


og 00 O 

»-< ^ CO 


'^ CO rq 


00 00 00 


r~. SO SO 
CO u^Th 


CO to "^ 
rJ-CN-^ 


O 
H 

W 

U 

w 

fin 


c 










CN O oo 


OOO Os 


OO'* 




o 
-a 
c 


(0 ^ O '-^ 

<^ Tt< -* 00 


rsj cs) Tfi 

^ -H CN 


-H ^ rsi 


00 00 sO 
^ ^ CO 


Os O Os 
<N CO rs) 


so to >o 

CN CN CN 


i;!5li 




oT 

T3 


< LO O -^ 
" ro ro t^ 


OS Os 00 


lO LO O 


^ fvi CO 
CN CN -^ 


r-~ Oco 
to to to 

tN Cs| CN 


CO Os O 
■* CO •<* 


0^*0 
so so ^ 














U-) O (N 


•^O'^ 


i-i o to 


1 






B Os OOs 
" ':t< >0 OS 


ro <n vO 

^ <-! Cvl 


Os Os 00 


t^ 00 "0 
CS tN to 


sO sO SO 
Csl CN CN 


00 00 00 


lo so to 
lO to to 



o .« oSo-«o'^o.l3oJ3o.^o<jSo.boo'^o.5oUrtO--o 
'iZ, < p:i p^'iZ Ph-< A^rt 



Normal Progress, Retardation, and Acceleration 



29 

















t~~ t^ 


■# 1-1 


CO On -rt 


< 






00 (M CS 


^10 


ro ■* t^ 


CN ■* \0 


•rt CN CN 


t^ Tt< 
lO ^ CN 


CO 10 
CO NO lO 


H 














00 CO 


CN CN CO 


00 (TNI 


1 




d 


n 00 "* rvi 
OT ro CN 


\0 Csl 


•o t^ cs 


t^ •^ 00 
cs •rt ro 


10 10 Ov 

T-H C-1 ■rt 


CO 0\ On 
'-H CN ■^ 


■^ lO -r^ 
t^Tl<NO 


On 














•^lO-* 


0010 ■* 


OOOr-l 






D. 


i^ ro -^ t^ 


CS CO 10 


Tt< ^ 10 


CO CN 10 


10 t^ vO 


Or^ 0\ 

'-H CS r-l 


coio'rj* 
00 t^ t^ 




"o 










CO CO r^ 


CN COl^ 


10 tJI T^ 


W 




n! 


r- •* ■rtl 00 


r^ t-~ 


■rH ^ CN 


CN CN -^ 


ro VO OS 

<r-^ T^ »-c 


CO NO 
CO CN (N 


NO dco 

TjH NO 10 






60 
< 










t~~ ir> vo 


00 NO <M 


NO On -rH 


en 




1 


<: PO -H T* 
CN -^ 


tN 00 


10 10 

■•—1 CN 


000-* 


00 On 10 


^NO -^ 
CN CO CO 


ON CO CO 
NO Ttl 10 














t^O CO 


cOO'rf 


OCN 


i-i 






^o Tf 10 0\ 


•rt rt r<i 


CN CN 

•rH ,-H CN 


CN Ov -H 
CN CN 10 


CN CN CN 
CN CN <M 


r^O CO 
CN CN CN 


00^' 

10 10 10 









>. 










OO\00 


NO CO 


»0 On 


en 


P 
W 

< 


J3 


<; \0 ro 0\ 
10 ro -^1^ 


Ov 0\ 00 




00 CO -H 

•rt CN rj< 


>0 CN 
CS CN CN 


10 lO 10 
(N CN O) 


CO ^ 
10 IT) ir> 


^ 


J3 










^Os vO 


'^ 0— 1 


<-^ -H (M 




H 



e.^^g 


00 t^ 10 


00 ^ On 


ro r^l ic 


t-^ LO NO 


J^ 10 >— 1 

■rt (M (TNI 


to On CNl 

NO 10 NO 














t-~ CO 


Tt<t^— 1 


10 t^ 10 





Q 


>> 


<; »-. W 

t ro ^ Os 


ro ro 


CN CN ■<* 

•rt (M (T) 


<M 00 
CN CN 10 


00 NO CO 


CN NO >0 

CO CO CO 


0^ N0"-H 
10 •* 10 




"3 

0) 










1^ CO 00 


00 t^ rt< 


10 Ot^ 


S 


w 


c 



« ^ -+ 
^ CN VO 00 


rjH -H 10 


to ro 00 


10 T-H 

■rt CO 10 


NO 00 t^ 


CN CN CNl 


NO NO NO 


1— 1 




to 










^-iDCN 


t^ 00 CO 


NO t^ U-) 


< 


s 

ft 


< ^1^00 


CO CN>0 


(N rt< \0 


T-H t^ 
T-l CN CO 


OmoOn 
CN'rt 


OOC?\ro 
CO CNCO 


10-* rj< 


1 

•< 


i-T 
< 


"(3 

a 










ON On 00 


Ot--NO 


-H ^ 10 




2; 


1 

S2 


CO 00 <r) '-H 


000 

T-< ,-( (>I 


CN r<i 

T^ CN CO 


\OPOCN 
CN CN -^ 


00 On 

(>a •rt ^ 

CN CN 


10 t^ •rt 

CN CO CO 
OOOii-) 


^ COOO 
to ■* -^ 

On to 


§ 


03 


-i: cN 00 
" m TiH 00 


CN r)< 


rsi 00 


-+ r-l vO 
CN CN -^ 


nOOnO 
CNCM 


00 "0 rvi 

rt CN CN 


to to t^ 

t^ tJi irj 





^ 












Tj<VONO 


ONONO 


to 00 w 






C 



« vO ■^ t^ 
" ro MO Os 


l^ LO C<l 


,-( CN 


CN ro 10 


OvrJ^'cN 
■^ CN CS 


10 •* Tf 
(N CN CN 


too CNJ 

to to to 






c 
1« 










NOOO 


NO NO 00 


NO <M NO 






-a 


-< 0\ o\ 
" ro ro vO 


00 OM:^ 


10 10 


--iCNrO 


NOro-* 
CN CN CN 

t^ "^ NO 


NO 10 ^ 

■^ CN CN 

NO CN GO 


NO •^ CO 

to 10 to 

NO CO Tj< 


g 




bo 

m 




CN 00 
CN(^^ ^ 


CN 10 Tt< 

CO CO t^ 


vO t-~ ro 
CO CO I^ 


10 CO ■* 
CN CN CN 


00 t^ t^ 

CO CO CO 


10 On t-~ 

CO CO CO 



















"S. 




~ 


(-< ' — i ,r 






-a 






^y^.. 







fqOHSMOHyWOHlpqOHjHSPqOHsjyWOHMl 
!^ < p^ PL,;^; pL,<: p;p^ 



O-^ O 

pqOH 



30 



A Survey of a Public School System 






O <>J o 



ro Tfi 00 



CO vO rj< 
<v5 ro <r> 



^^^ Tfi o> 
r-~ tN >* 

O 00 •* 



•^ « J^ 00 ") O \0 CN 



CN 00 Ov 

00 t^ r^ 



\o o o 

00 OO 00 



00 t^ oo 

CN O ■* 



VO VO fN lO lO O 



^ ro ro ' 



O O OS 
Tji Tt ro 



o 9 

g w 



i lO •O O 0\ On 00 
^ lO lO ^ '-I 



\0 Ooo 
ID O lO 



T^ •* ro 
\0 V3 VD 



tN CN rt 

00 00 00 



rig 



s 


^ 0.-<*fO 


bo 


■^ -^uoo 


O 




!-• 




o. 








S 


5° 00 00 o 


^ ■* Tji 0\ 


o 




^ 





5 f<5 fO ^ 

\o O cs 



'-C •* CN 
Ov 0\ Cs 



Os 0\ 0\ 



■* ^ 0\ 



p< 



PL,;^; 



PL,< 









Normal Progress, Retardation, ajtd Acceleration 



31 



\0 1^ ro r~. o^ vo 



O] Tj< O ■^ 10 CN 



--I r— CN (M • 



r^ 00 1^ 
10 (>q 00 



V3 00 -^ O Ov o. 



CN ^ rg 

vO cs O 



(N 00 Tf 

Tj< ro OS 



re Tti O 
00 ■rt O 

Tt 10 10 



? o 



s 








Pi 


ij 


^ 


m 


Q 




W 




< 




^ 


(n 


W 



0\ O 00 CN vo 00 



f^ O <~0 

00 00 00 



i:> c -H 

t-~ 10 CN 



t^ ir; o 



r^ Tt- ^' 



0\ Os fC 

ro ■^ 00 
ro ■* ro 









•a ^00000 

C ' O Tf O 



u " ;2 f;; -^ 

-S ' r^ uo ro 



CN ■—( O 

^ " si 



> 

w 



^ -tJ _, . . _^ -M rt 



i^cn -j 



So.-oBo-5oijO--oSo.-ot-'So.-ou'3o-bo<-'5o.= o 

o iz; < Pi; A^!^ &h-< p^p^ 



52 



A Survey of a Public School System 



OJ O r^j O t^ i^ 



"^ oa o O 0\ 
"! '^ ^ Tjf oo 









o ^ 



21; 



^ \0 vO 
tN 0\ O 



'* On 00 
■O 00 VO 



SO ro O 
t^ vD t^ 



t^ rO 1^ 
On "^ «^ 



000 

o ^d 

10 ro •<* 



O — I 00 
0\ ^ O 



u 



•^ B ^ liO o 

« " 0\ o\ 00 



o-=io£o-i=o-So.^oSo.i;OuSo--ot-i'a3o-«oUrt 
^ < p< PhI^ p^< (^Pi 



O •=! O 

pqOH 



Normal Progress, Retardation, and Acceleration 



?>?> 



•*" 


6 

1 
to 












t- O tN 


OO O 00 


■* ooo 






«2^q3 


re t^ O 


r^ ID tN 


00 <r) ^ 


SO 00 CO 
T-H CN CN 


00 dt^ 

CO CN CN 


■^ rsi 00 
■^ ID Ttl 


s 


IB 












CO CN '-H 


l:^ CO NO 


"- ■* CM 


w 


_g 




«s;^f^ 


•*t^ -H 


t^ --H 00 


00 ID CO 


CN -H .^ 
--< CM CN 


NO CO ■* 

CO CO CO 


CM ID T*< 

Tt ^ -^ 


t/5 


c 












CS CO ■^ 


^^^ 


NO r^ t^ 


w 

CO 


M 
a) 




< lO ■^ ON 


O^"* 


ID NO ^ 


CO "^ t^ 


CM t^ Tfl 
CN '-I 

t^ J>. ■* 


ID CO ■•— 1 


SO oOf^ 
t^ O '^ 


O 

u 


g 




« ■^ lO On 


ID 00 ro 


00 >D ro 


-H cvq ro 


Tj^t-i NO 


CO CO On 
(M CO CM 


SO ID LO 




;! 












Ct^NO 


NO ^ -H 


CO -H CSl 


2 fA 


c 
o 




< O t^ t^ 

^ rOLOOO 


SO ID -H 


ID NO -H 


On NO ID 
^ ro ID 


O 00 CN 
CSl ■« 


NO CO '^ 

•rt r-i oi 


CO CO CO 

NO SO NO 


So 
P 

OS 

o g 
o a 

Si 


1 

o 
o. 




5^^g 


nOOnO 


CO CO sO 


t^ r^ Tfi 

CS (M ID 


00 CS NO 

rj^ CNOO 
■^ (M ^ 


ID r^ NO 

On t-~ 00 


l>-Ot^ 

ID O CM 

O SO sO 


s 

^ 












^o-^ 


CM CO CM 


sO NO NO 






^§^2 


^ ^ CN 


^NOO 
•^ T-H ro 


CNJ^ ON 

^ ^ID 


ID ID OS 

■rl CN ■^ 

on^— ; 


•^ NO r— 
fS CO CSl 


CO 00 CO 
SO CO ID 

Ol— t- 


.a 




B >0 ■^ On 
■" ii-> -^ OS 


NO 00 -* 


ID 00 ro 


Tt< 00 CN 
•<# CN t— 


O 00 '^ 


On 00 CO 


O CO rsi 

00 NO t^ 


g 












COON ^ 


CO-HNO 


CO O •rt 






< O ON OS 
^ NO ID ■^ 


^ t^ 00 


-H NOt^ 

■^ ^ (>a 


00 NO '* 
ro ro t^ 


OO-^ID 


oor^ CM 

^H CM CM 


CO — < CM 

O NO NO 


1^' 


J3 












OSTJHCO 


O— 1.^ 


O "D ID 


60 




** NO CO O 


-H O t-^ 


fO On tN 


•^ CN NO 


NO ID sO 


O CO -H 

CM CM CM 


CO •■-H (M 
ONC NO 


ga 


ja 


1 










r^J-O"^ 


00 O ID 


OsOth 


"^ o 


o 

-a 
c 


u 

c 

C3 

"3 
■a 


5, ooo 

'^ t- UO CN 

B ^ 04 ro 
'^ NO "0 '-^ 


in ro oo 

— < -^ CN 

■^ fN NO 
^ •rt CN 


ro NO On 
r<l ■rt ro 

fD On CN 
vi ,-irO 


rsi ^H PD 
rO(N»D 

^ — ID 
CO CN >D 


■-H NO <^ 

CN CN CN 

On^O 

CN ro CO 
CVl CM CN 

TfOO"^, 


CM CM CM 

CO CO CO 

CO ID CO 

-H NO 00 

CM CO CM 

O ID ^ 


ID CM^ 

t— CO NO 

to o 00 

ID Tj< Ti< 

ID so »-^ 


^^ 

o „ 

He. 

w 9 


3 




5 '— 1 uo NO 
" NO -* O 


^ 00 On 


■.-H NO r^ 

••-H rt Csl 


ON -H O 

C^ CN ID 


•* t^ r^ 

CO ^ CM 


00 ID ID 

■.-< CO rsi 


t^ NO t^ 

^ T^ T^ 


d 
.2 


>2 










"^I-CO 


O On NO 


ID CO O 


o 

E 




" -^ ro OO 


On fN ■^ 


■^ t^ 00 


CN CN •* 


CDCJlD 
CN CO CM 


CM -^ CM 


Tt -H CO 

ID ID ID 


2^ 










CO r^ CO 


CM t^ On 


rJ^lDt^ 




o 


2 OS r-- ^ 


O NO NO 
CN CN rj< 


NO SO r^ 

■^ CN ■* 


CO >D 00 
•^ CS NO 


■D CO OS 
CN CO CM 


O CO NO 
CM CO CM 


■^ CM CO 
ID CO^ 




-o 


o 


" NO CO O 


ID NO -H 

CS T-H Tin 


ooo 


ON O On 
CO CS ID 


CO ^ ■* 


OOO 

odd 


OS ID O 

O ID On 
NO ID ID 



1 

IX! 






ul C 


H 


n! O 


a 


■ ffi'O 


PQ 


^g 


< 


< " 


H 


•S 



_ • • — ; rt 



^ • .^ *i Gj 



go.«oeo.-oT3o.=:ortO.-o(jEo-=ioui3o-«o(-irtO.So 
9p50H gpqCH yWOH-MOH ^ gWOH ^^ yMOH h-SiWOH 

o Iz; < p^ fi^lzi p^< 



Ah Pi 



34 



A Survey of a Public School System 



1— 1 


•a 

C3 


< 


Tf On ro 


CN r'i lO 


J^ NO ro 


lo o "^ 


TfO^ 


O lO CO 


ir> '^ Tt* 


1 




oO 


■rt (M -^ 




<-l CN) 


^ ^ 


•.-H ^ ^ 


liO LO LO 


CO CO CO 


0\ 














1- On •<* 


Tf CM O 


00 00 NO 




bo 


m 


•r-i cs ro 


"* TT* 00 


t^ O f-~ 


OOO 00 


On NO On 


r-ioN'o^ 


00 CO --< 


H 
H 


c 


OO 


Tt< iri ON 




T-H rt CN 


CN CN rf 


CM .^ 


■* '-^ CN 


■* lO LO 


a 












"^t^ o 


00 NO CO 


NO NO t~- 


W 


" 


< 


NO 00 ^ 


t^ On NO 


•* On ro 


lO O lO 


On 00 On 


OOO^ o^ 


T^ ^ -^ 


wg 


>2 


t^ 


cc Tj< 00 




r-i ^ ro 


rt CN CO 


^ ^ ^ 


CO CO CO 


Tf< ■* T* 


W2 y 


«} 
^ 












On 00 t^ 


OOC;** 


■^ CO 00 


§o 


m 


\0 \0 fN 


LO u^ O 


On ON 00 


CN CN T+i 
CM CN -^ 


CO NO •^ 


lO CO O 


■^ On 1~~ 


o 


"ta 


^^ 


fO "0 On 


^ CN 


-^ CN 


'-ICM CM 


CN CO CO 


NO CO •* 




s 


















o 












■^ CN CN 


On ONO 


NO t^ CN 


o a 




< 


CN J^ On 


On On 00 


rO NO On 


O CNI CN 


-^On'o 


O Tf CN 


r^ NO r~- 


s§ 


e 

.2 

"o 


vO 


Tj. Tj< 00 




-H T^ (T^ 


(N rNi ■^ 


CM .^ CM 


CO CO CO 


"* * "* 














NO COO 


On •rt T}< 


"Tf lO t^ 


Q H 


S 


ffl 


lO 00 ro 


•iO •^ On 


'*ir5 On 


NO On LO 


l^ CO 00 


NO CM CO 


LO On 00 


o 

1 


■o 


nOtJ< -H 




rvi CN ■* 


CO <— 1 LO 




CO liO T^ 


LO CO •* 


°s" 












00 CO o 


•OCM O 


NO LO O 


o w 


















w ^ 


d 


<: 


1^ rO O 


On t^ nO 


O On ON 


00 t^ lO 


IT) NO nO 


t^ ■^ On 


NO On >0 


^ 5 




XTi 


"-) •^ O 




<-^ •^ rs 


CO — ">0 


»-H V— < ,_( 


NO CO LO 




& 


















T3 












c^ NO 00 


00 r— LO 


00 NO t^ 


o w 


U 

JA 


pa 


"^ NO On 


On -H O 


t^ O l^ 


t^ to CN 


t ON NO 


CM LO On 


CM •* CO 

Tj< tJ< Tt 




»o 


NO »0 ^- 


^ CN 


<^4 o-i Tt 


CN CM LO 


*-^ T— i T— » 


•^ CO CO 


_c 




^^ 














i^^ 


\-t 












rJ<00O 


lO tJ< o 


-HI^O 


O <; 




< 


>— ' On O 


O "^ lO 


00 >0 ro 


ro On CM 


NO CnJ LO 


On 00 CO 


Tti 00 CN 




>> 


■* 


NO ro O 




^ ^ rO 


ro •rt lo 


CO O lO 


CN CO CO 
t^OOO 


LO -* LO 

OOt^ 


S^ 




S- 


O O O 


O Ti lO 


On 00 t^ 


-Ht^OO 


•^O CM 


LO NO to 


O •+ — ' 




•a 

?1 


■^ 


t^ lO fN 




ro CN NO 


CM <-! CO 


CM NO ^ 


lO lO LO 

NO CO 00 


CO CO CO 
CN O r^ 


s ^ 


4J O 


< 


3^^ 


-H LO NO 


NO NO (M 


r^ NO CO 


t^OTf^ 


O LO NO 


CM •* 00 




3.C 






CN CN lO 


CM rt Tt< 


OM^ t~- 


rfl lO Tf 

■^OOO 


•* CO CO 
I^ LO CO 


^« 


c 2^ 


n 


r-l Tt< NO 


CO On I^ 


O 00 00 


Ttr^ « 


CM NO •* 


CO -^o 


OO '-H lO 


be " 


f^ 


NO LO '-H 




CO <M LO 


CN -H Tj< 


t— t »-H ^-H 


Tt< lO lO 


CO CO CO 


X w 


^1 




"-< 














^[^ 












O oOOn 


CN ■* t— 


00 00-* 




.■=■3 


<: 


■.-I lO NO 


-H 00 On 


O On ON 


OOO 00 


001^*^ 


On-^io 


CM t~~ NO 


3 <U 




NOTt<0 




CO O) LO 


CN CM 


^ ^ rt 


Tt< NO >0 


CO "-H CM 


ftn u- 




















.2 












00 ■* lO 


CN t^ CO 


OnOn '-I 


g"^ 


w 


ro r^ O 


•o <r) 00 


NO CN 00 


CNI CnJ Ttl 


cooN'rt 


-H CM CM 


-*t-- NO 


o 3 


O (u 




NO NO ro 


^ -H CN 


fN) rj« vO 


CM '-I CO 


CN ^ CM 


■<* NOlO 


CO T^ CM 


gQ 


Sl3 












LO '-I O 


O.NOON 


t^ CO -^ 


S-a 


















w 


o. i 


< 


On ON 00 


ro On fN 


On t^ NO 


r-~ CO O 


NO CO "^ 


OOCO C> 


■*co rj< 


O ^ 


c 




Tj< ro 00 


T^ (N 


^ -H CO 


^ ^ <~o 


CN CN CM 


CO-* T^ 


CO CO CO 




>» ho 












OOO ^ 


OOO 


CM O-* 




n 


rOr-irh 


^ O T»< 


OOO 


ON ^ O 


oooo 

CO CM 


dod 


NO O t^ 



Q 

^ M « CO 



MO 



31 ^4'BM ^-^3^ ^-s3 g| ^^3 g| ^-^3 S-HfN^I 

OCO-=lo'i30-l2 0rtO-5ooBo-«OtJT30--Ot->c^O--0 



H gPQOH ypqOHtjWOH 
•Z, < Pi 



t^'Z P^< f^P^ 



Normal Progress, Retardation, and Acceleration 



35 



4. 



0\ "^ 0\ t^ t^ ID 



CO Os fO --< 00 



|o 

cn 

Q 9 

R 2 

o 3 
o S 
M u 

o < 
^ i^ 

S^ 

o ,, 



W 



»o lo o 



Csl T* tJ< 


rr>^<i 


lO ^ 


T-l t^ 0\ 

<~Sl T^ T^ 


t^ ro 0^ 
-^ Tti CN 


\0 <^ irj 


lO r<^ 


VO 'H 00 


VO (M 



■«*"-) 00 


t^ t^ \0 


t^ t^ rj< 


ID 0\ O) 


so to O 
CN ro fO 


t^ >* ^O 


Tf lO •^ 


CN •* 


rtl tH t^ 



-* Ov ro 
(^ -H U-) 


"-H CN fN 


CN 00 "0 

ro fO CO 


>0 OOPO 
lO rf lO 




re 00 re 


re CN CN 


re "0 


00 C^ O 

O) r-1 Ttl 


ro O O 
•rt CN T^ 


rf ID lO 


t^ IT) CN 

re cs ce 




ON t^ 00 


CN Tl< "-) 


0\ o o 






■rt lO ■* "* 



Sg 


•v 




•rt -H CN 


■^ 00 CN 


00 "D ro 


On 00 t~-. 


re re 00 


On t^ re 


l^ On OO 


sy 


bo 




■O VO CN 


T-H CN 


•r-i re lO 


CN "-I "* 


CN -H rt 


CN lO ■* 


Tt< CN re 


^ H 


m_: 


















Fh S 


m ° 












00 CN ON 


^ re ^ 


CN''* NO 


o w 


"5.1 




CN Ov '-I 


CN lO t^ 


t-- r^ O 


ro »-iTj< 


re oo 


•rt t^ On 


•«* CN re 
•>* CN re 


pi.s 




li") •^ o 




CN CD O 


CN '-H re 






Z o 


" 
















W Z 


, u 


















u g 


■2 >. 












t^ t— T^ 


■>i< On ■* 


On •^ lO 


rt & 






OUTO 


00 CN O 


O CN 00 


vO "^ t^ 


LO VO VO 


^00 O 


CN Tfre 


<,"Q 


S'3 




t^ T}< ■— 1 


^ ^ re 


re CN lo 


-^ •^ CN 


CN r<l CN 


lO Tti lO 


CN CN CS 


f^ 


o-c 


N 


'— * 














Z < 














ON ■* t^ 


00 ^ 


CNIOtJ< 


< ^ 


■^ I- 


< 


On ON 00 


t~- o re 


•^ "0 o 


r^ 00 0\ 


i:-~ lO NO 


cert* ON 


00 O "* 






re fe r^ 




CN CN -^ 




re re ■* 


■rt re NO 


NO re On 



JS^ 



if "3 



I CN re t^ CN On 



t^ ro O -rt On re t^ re re CN 
CNrecNO) re'-i NOreiO 



(4 



PS si ^-J 



12; <: p< (i, ph fL. 



36 



A Survey of a Public School System 



CN CN 


rooo 


00 lO 


•^m 


OfO 


T-(rJ< 


t^t^ 


ON t^ 


■^ t^ 



•^ f^ CN ro 



00 1^ 1-^ t^ On lO 



Ov 00 00 0^ *^ CO 



1-1 00 00 "* 



1-1 -,-1 CO CN 00 OS 



Tj< CN CN •^ CN 'ti 



MD lo 1^ i-H CS 



Ph 



^ir> (T) ro 00 



U) 




t-, \o 


00 >o 


' NO 


o. 

i 


< 


oo -^ 


NO 0\ 


00 
NO CN 










^ 


n 


ro -^ 


vo to 


00-* 



On NO -^ ■^ -^00 



lo r^ CN t-~ 



00 CN t~ Tt< lO 



IT) NO t^ CN 



NO r^ Lo t^ 



NO t^ On •^ ID NO 
NO ID ro ID ID ID 



OO -^ NO NO l^ t^ 



§t2 

W On 
1-1 -H 

S B 



■^ ID 00 00 

NO ■^ CN CN ID CN 



ID 00 ■^ ■* 

On CN 00 OO rc ID 
CN CD <D (D rO CO 



"* >D 00 00 CN fO 
>D ID tJi ■* ID ID 



Ot^ ^ LO r- CN 

"^ <D ro CN CO CD 



OS 



CN 0\ NO r^ tJ< 00 
I--. -^ O NO Tf ID 





a 


m 


CNfO 


NO CD 


■* 00 




1-1 CN 


T-l T-( 


1-( 1-1 


H^ 






OO 


00 CN 


On On 


^ 












M 


4> 




00 <D 


1--0 


r^ NO 


CJ 


^^ 








1— < 




**-. 












bo 


m 


00*^ 


1*1 1— 


ID ^ 


&H 






ro >D 


On NO 


--NO 








CNCN 


^ CN 


CN (N 


Z 


h 














< 


ID On 


,-lTt< 


1^ 



NO CN CD Tfi CX5 ID 



1*1 ID 00 tJ< 



CN On Tf (D r^ it 



CN ■* t-- On CD 1* 



r^ 00 NO -^ On 



£2 9S 1* ID 00 NO 

r<^ CN CD CD 



•* ii< 



*^ ID ID ID CD ID 

^i2 -j'^ "OOCJ 

^} ^ CD CN CD CD 

'^ CN 00 1*1 1*1 NO 

^^ t-CN NOCD 

"^ 1* ■rt CN CN CD 

C'N On On Tfi .rt ID 

CD CN ^ c-^ t^^cv^ 

•^ CN CD ID T-H i*< 

^S iijo Tj^T*; 

"^ CD O) CD CN 






^^ rj< ID 1*1 ID 1* ID 

< Eroir coir cD-rf* 

pi i-ii— II— I 1— (1— I i-<i— I 

OOq^On OnOn OnOn 

^ -H^ ^1-, ^1-H 



O On O ro O t— 



t3 

<u ; ; ; ; ; ; 

c^ 1*1 ID I* ID it ID 

U CD -^ CD 1* CD it 

(J 1-1 1—1 -^ 1-1 1-11—1 

U On On On On On On 

<3 '-"-' '"'^ "-"^ 



N-^ NO CD ^ On 

g'^ d^O -^cn' 
^ O o CD 1^ ID 



O ^ ID it ID It ID 

T3 1-1 1-1 1-11-1 1-H ^ 

_C5 CD it CD it CO ■^i 

^ On On On On On On 

Ph -^ 1-1 1-11—1 1—1 1-1 



4) >% 



-fi ccS 



O 



U 






Ph 



o 



Normal Progress, Retardation, and Acceleration 



37 



wO 



rt a 



H 


« 


(n 


rt 




< 


o 


H 




^ 


|3 


^ 


Q 






H 


i-i 


< 


o 


rt 


o 


w 


W 


i-i 


r ) 


w 


C/3 


H 


\^:.< 


O 




H 
O 


< 








60 


ai^ 


U 








O 


§1 


C 


-^« 


J3 


w^ 


VI 


Un 


■q.'o 


« (5 


3 O 


H p^ 


&! 


P-l f 


c c 


qQ 


•2T 


IZi „ 


o S^ 


< I-I 


B >. 


«2 

w 5 




CO < 

li 


a; j3 


1^ 


-O D. 






1— 1 


N >> 


1— 1 




X 


oj ci 


X 


3 i 




►-.a 


w 


>«u 


h-l 


2 S 


pq 


eg (L) 


g 


Sis 
<; D. 



\0 Ov "0 
CN CM U-; 


ro r<5 so 


ooo 

ro O OS 


r^ t^ -^ 


O Ov OS 
(^ ro SO 


so Os lO 


'H sO 1^ 
lO LO o 


O rq (>) 

"^ T-H CN 







lO ro Os 


TiH--l 


■-^ lO 


^ t— •rt 


OS Os 00 
^ th ro 


— lOO 


lo ■* o 

■rt <M CN 


CO lO Os 

t^ so so 






fO t^ so 


t^ 00 


t^ t^r- 


ro fO so 


OOO 
Csl ^ so 


CN "-I T-l 


O — t^ 
■rt CN •■-1 


so so so 

so so so 






•rt t^ 


Os to 


00 


CO t^ O 


-H ro Th 
CN (N -^ 


O r^ ■^ 
CN CN CN 


Ot-"* 


O OS CO 
r^ lO vo 






sC* SO 


lO Tf ro 


OS ■rH 


CN CN •^ 

^ -^ CN 


Os CN ■^ 
CN ro sO 


0^ -H O 
^ CS CN 


rO -^ CM 
CN CN CS 


SO r- t^ 
lO lO lO 






lO 00 r<^ 


00 OS lO 


t~- lO ^ 


fO -H ^ 


r^sOOs 
■rf CM so 


•^ Os to 


ID ro •* 
CN ^ 


rsi so o 

0ClOt-~ 






^ so so 


LO SO (M 


■* Os CM 


r'i 00 -H 
'-1 OJ 


00 fO tH 

lO ■* o 


O <^ T-< 


sO CO >0 


CO CN CO 
t^ t^ t^ 






r^ OS >0 


CM 00 ro 


rsi 



■^ lO ^ 



SO ^ so oo r^ 



^ lO 00 CO 
1^ rji CM 


C^ SO 00 
CM CN 


lO O lO 

•rH CM CO 


00 <M O 
CO CM so 


Ov CM CM 
CM ^<N 

CN 00 


O'-joO 
CN rj< CM 

tH CM t^ 


o "0 00 
lo •* -^ 

00 so irj 


'' I^ --JH -.-l 

•* lO O 


00 CN O 


OS OsOO 
^ CM 


O CO CO 
CO CM lO 


t^ rsi Os 

^ CM ••-1 

■^ SO OS 


OS lor^ 

•rt CO CN 

'^l^ OssO 


CO CN CN 

SO -* lO 

SO SO SO 


SO so CN 


OOIO CO 
•-I CM 


OOO 
'-I CM CO 


cosOOv 
■* <N so 


CO ■* OO 
•rt CM '-I 

CN sO 00 


sorsi rH 
'-ICO CN 

f^ t^ r^ 


O CN so 
t^ Tji lO 

so so 



CO Tf CO -H -* rH 



I <M CO OOO 



•<* CO J^ 
CO CM lO 


CM CN CM 


t~- rt< so 
CM <M CN 


00 ^ OS 
Tti lO Tf 




U") lO lO 


■* sOir> 


CN OS 


OO •^ (N 
■,-H »-( CO 


00 00 00 
CO CO CO 


"-) "0 o 

^ CN (N 


SO lO ■^ 
^ CO -riH 




■rt CO so 




Osr^ •^ 


O 'i^ "* 


Os CO r^ -C3 O O O 
CO "-l 0) 


O so CN 
OS so 00 



Pi 



pqO 



o35?J2=^ir!J?J2=^'^^'2=^a3Cr2'^iuE^J2=^S^J2os 

C 0-- Cij 0-- O rt 0.3 qU 0-5 O^ O-ii O^ 0-- O 

gpqOH HW^H-SWOH •-M'^H •riWOH >-WOH 



oi-io-—oaJO--oroo — io' 
H gpqOH yPQOH-SwOH 
^ < P^ ^ 



38 A Survey of a Public School System 

Tables XVIII, XIX, XX are given to show the wide range of 
difference in per cents of retardation, acceleration, and normal prog- 
ress based on age-grade tables computed for varying times of the 
year. Comparison between cities cannot be intelligently made unless 
the time of computing the data is taken into consideration. These 
three tables show that with the exception of ib, 5A, 7B, and 8b the 
acceleration is distinctly lower for May 29th, the day before promo- 
tion in the spring, than for the close of school in the spring or the 
opening of school in the fall. With the exception of grades ib, 6a, 
8b, acceleration is distinctly higher just after the second semester 
promotion than at any other time of the year. 

Tables XXI and XXII show the progress made in a single year 
in eliminating retardation and increasing acceleration and normal 
progress. In general, some progress was made in the lower grades 
but not in the upper grades. 

There was a larger per cent of acceleration in 1914-15 than in 
1913-14 in the following grades: ib, ia, 2A, 3A, 4A, 5B, 5A, 7B, 8b, 
while there was a lower per cent in grades 2B, 3B, 4B, 6b, 6a, 7A, 8a. 

In retardation there was a smaller per cent in 1914-15 than 
in 1913-14 in the following grades: ib, ia, 2B, 3A, 5B, 7B, 8b, but 
a larger per cent in grades 2A, 3B, 4B, 4A, sa, 6b, 6a, 7A, 8a. 

Table XXIII is inserted simply to show per cents of normal 
progress, acceleration, and retardation based on age six as the nor- 
mal age for entering school. It will serve as a basis of comparison 
with those systems that may later figure per cents on the same 
basis. 

Comparing first semester results which are most safely comparable, 
the summary table of per cent accelerated shows that for the ib grade 
there is a gain from 1909-10 to 1913-14 of 1.8 per cent. When 
the 1914 result is compared with the intervening years, it shows a 
still greater gain in acceleration. The ia grade shows an improvement 
of 21.4 per cent during the four-year period, with the 19 13 record 
distinctly better than any other first semester record. In the 2B 
grade the improvement is 8.9 per cent, the 1913 record being sur- 
passed only by the 191 2 record. In the 2A grade the loss in 1913 
over 1909 was 3.8 per cent, though the 1913 record was the second 
best of all first semester records. In the 3B grade the improvement 
was 9.1 per cent; in the 3 a, 6.8 per cent. A loss of 3.3 per cent occurs 
in the 4B grade; likewise a loss of 2.3 per cent in the 4A grade, 11 per 
cent in the 5B grade, 24.2 per cent in the 5A grade, 8.7 per cent in 
the 6b grade. A gain of 7.9 per cent occurs in the 6a grade but 



Normal Progress, Retardation, and Acceleration 39 

is followed in the 7B grade by a loss of 19.4 per cent. The gain in 
the 7A grade is 14. i per cent, falling again in the 8b grade to a loss 
of 1.4 per cent. In the 8a grade there is a gain of 10.3 per cent. 
By adding the number of per cent gain in each grade where a gain 
was made and adding the number of per cent loss in each grade in 
which a loss occurred we get a total gain of 80.3 per cent and a total 
loss of 74.1 per cent. In the past four years a good showing has 
been made in regard to acceleration as far as the first three grades 
are concerned. The condition in Grades 4, 5, 6, and the first half of 
the 7 th grade indicates that the interests of children in those grades 
have not been so carefully safeguarded.^ 

As far as retardation is concerned the 1913 record in the ib 
grade is 2.2 per cent less than for the same time in 1909; in the 
lA grade, 28.7 per cent less; in the 2B grade, 11. 7 per cent less; in 
the 2A grade, 13. i per cent less; in the 3B grade, 8.4 per cent less; in 
the 3 A grade, 4.4 per cent less; in the 4B grade, 7.3 per cent 
more; in the 4A grade, 5.7 per cent more; in the 5B grade, .3 per 
cent less; in the 5A grade, 16. i per cent more; in the 6b grade, 
9.9 per cent more; in the 6a grade, 3.5 per cent less; in the 7B 
grade, 5,7 per cent more; in the 7 a grade, ii.i per cent less; in 
the 8b grade, 4.8 per cent less; and in the 8a grade, 25 per cent 
less. Counting all grades in the same manner in which sum- 
maries for acceleration were counted there has been during the 
period from 1909 to 19 13 a total loss of 113.2 points and a total 
gain of 44.7 points. On the whole, the condition as far as retarda- 
tion is concerned has been improved during the four-year period. 
It suggests some spots, though, that need further investigation. 

Concerning the per cent making normal progress, the 1913 first 
semester record as compared with the 1909 first semester record 
shows in the ib grade an increase of .7 per cent; in the lA grade, an 
increase of 7.2 per cent; in the 2B grade, an increase of 3 per cent; 
in the 2A grade, an increase of 16.7 per cent; in the 3B grade, a decrease 
of .9 per cent; in the 3 a grade, a decrease of 2.5 per cent; in the 4B 
grade, a decrease of 4 per cent; in the 4A grade, a decrease of 3.6 
per cent; in the 5B grade, an increase of ii.i per cent; in the 5 a 
grade, an increase of 8.1 per cent; in the 6b grade, a decrease of i.i 
per cent; in the 6a grade, a decrease of 4.5 per cent; in the 7B grade, 

1 One factor to keep in mind here, however, is the effect of the more stringent 
compulsory education law in forcing children to attend school until they pass 
the 5a grade and until they are sixteen years of age even if they have passed 
the 5a grade, unless they have positions and are at work. 



40 



A Survey of a Public School System 



O d 



o 

H 

w 
u 



en 


E o. 


<^ 


O 
o 


is 


S 


P4 


,^ 


^ 


Pu 


e " 


^ 






W Sit, 









gS 



gS 



ci i«-3 



o w ^ 

w S o 









9w2 



h) rt o 3 

tn -v -s - 

Is 



S S « I 



00 O vO lO "-H O 00 Tt" lO O 00 0\ Ost^t-> CN O Tti r0O«O 

OOOO vOroiO rCON'-' oor^t^ CNvO-^ t-~0''J< -^OC^J 

ro CN CNCNCN CN»-ICN — .,-i.rt .rt,-|.,-i ,_,.rt,_i ,_,,rt,_| 

O -^ O ro t~~ <~0 -^ i^ PO Tt* 00 fO 0\ "-I O ■^ O fO On ■* fO 

0\'*'— I iO'r)0\ OOin -"tit^t--. CNroro '-HVOro \0i0\0 

r^'*'* CNr^CN CNrOCM rOT-<CN CSCNCN C^CSCN ^-l.-l^-l 

•rtioro OOvO t~-OvO ""-C'* t-»rot^ 0<^0 i^Ot-» 

r^ONMD tNt^>0 rovOOO ■^O'-' OviOt^ t-~vOt^ lOiOOv 

C^CNCN CNCNCN »-iTf<CN tN-^rO •rt--H.-l ,_i,-i,-i ,_,(>),_, 

0\\00 '-irOO roiO>-i NCO\f^ Tt<"^00 00\iO cSTfO 

CNGO'-i -*00vO -^-^O CNOOO -^TfOO lOCNIOO '-lOiO 

CN^HO) CNCNCN CN-^tN rO»-iCN -— iCNtH ■■-HCS'-i t-(CN»-( 

00 ro lO '-I •* tN CN (N •^ OO^ ^H .rt O ■^ rf ro O ■^ 00 

t~ l^ I^ On On On vO vO O t^ 1^ (-~ (^ t^ r^ tN O '-i lO Os -^ 

CNCNfN »-i,-i..-i CNC^CN CNCNCN CNCNCS CNCNCN CN'-HCN 

l^Tt<0 nOOO •>*0\0 CNCNO OnOnOO l~-ior-) r^POOO 

lOrrj-^ vOr/^Tti On-^CN OOnO 0000\ OsiOOn vooOt^ 

CNCNCS CNCNCN i-iCNCN CNCN CS'-l'-c CN»-I t-{ -^-l y-\ 

lOOtN t^O<^ CNOOO t^t^r^ OfO'-l fJfO'^ 00»-IOO 

O-OvO lOioiO OnOOn OOOOOO CNr^r^ VO^OO OOv'^ 

CSCNCM CNCNCN CSPOCN t-i-h.^ r*5.rtCN .-(.-H^-l CN »H 

ONiO'-H 00''-iiO t^OCN -^rcoo ONNOt^ OOrOCN r'oror- 

nOoOoo OiOOO oorsio fNON-* i^Onoo j^oOOO ^-h'^cn 

CN CN <M CN rO CN CN CM CN ^^^ „^^ ^^^ ^^ ^ ^ 

OnOnO •rtr<0OO OO"0 rOsOCN Tt<'-Ht^ 0\OJ^ OsOsO 

QO— ' t^NOO -^ ir-i -rp nOTJvO t^oOl^ OsOO -.-i-hcn 

Tj<rt"-^ CNCNCN CNfSCN CNCNCN ,-ii— l>-l t-ItH>-( CNCNCN 

oO'^vO i-Hi^oO O'^'O i/^vOt^ -^lOvO roi/^"0 t^ior^ 

lOioiO r<^r-it^ t^T^io cNiA)'* ON"— 100 0\ Os 0\ oOOf) 

CNCNCN -— ICN-.— ( CSCNCN -r-^ -^ -^ CN'-Hr-i .rtT-i.-l ■r-ir<^esl 



b 5 " 



ixl 






o -^ o 



t/)cficS tntnn! "'"Jed tntflnj tnt« 

I pqOH ' mOH 



pqOH ' mOH 



o-:: o I b-n o I o'-« o I o •« o | o'.i: o I o -is o 

PQOH ' mOH 
n 



Normal Progress, Retardation, and Acceleratio,n 41 

r}< 00 O CO O 00 00 rO O O r<:i O -^ <rs CM Os 00 t~ lO t^ O l-- On ■"* (M ro 00 
vO<N>0 ■<*0^0 i^vOO t^OOOO '-hCT\0 rO>0'-i OsoOON 0\vOO\ ■^O-^ 



OS .^ .^ .^ O '-I 00 CS O O «>• vO l^t^"* (M ro '-I ro CN «-i t^ O <M 



t^ O t^ Tf On 00 00 O lO IT) ID •* -H iO vo O ■* NO \0 ro "^ 



rj* On '-I '-I to '-I 0\ O '-I t^ O fT! CN 00 ■<*i CO On <M CN '-i tN (M 00 t^ 

NO fN o tn cN 00 



■^■^<r> nOOOO OOOn \C) O ^ nOoOnO tN|'*00 tNOOON OCNO 
nOnOnO iOnOiO '*T}<ro 000000 iO<n'* cs-— 1»-( OOJ^t^ •^'*'^ 



Ot^'^ ■«* On NO O On 00 r-~ O ^ t^ lo NO f^i fO r^ •^ lO tJ< 
CN tN 00 On to r<^ NO On lO l^ nO 



•>-ItJ<CN '*t^O0 OOnO -Ht^t^ t-^TtiO t^t^t^ NO"— 100 nO-^xO f<^ON-H 
,-1 On lO NO ■rt oo O O lO "-I 00 On c^l O '-i in m ir> lO CN PO on t^ OO ■<* fO -rt* 



On"*On cncN'* r^O'-i oOO'-i Ot~0\ CSCSIO O<^00 ■^,-iVH Oiot^ 
t^iot^ CNO-^ ior--c^ ^-hLDOO OnPNIO nOnO'^ 0'*'-< oooooo Onio<M 



O t-~ Tj< 00 CN O O lO O .rt ^ o OOO NO O "O OOO NO NO NO 
lOioiO CN<~Of<0 O"— lO nonOnO nOnOnO oooooo OOO t^r^t^ 



NOt^t^ lOfO'^ t^t-~iO u-jOn'— I CMOOOO r-~J^'^ tOONO OOO 
nO-*io cnoOO -^--ir^ t^<N-H NOr^ON ^ rr> -^ CNO\>0 OOO 



^:H ^ I ^:5 "S I ^S^ \ ^.t: ^ I ^.!= o I o .^ o I o .b t I o .!= o I o^-^ o 
mOH IfPOH IfflOH IfflOH 'mOH IpQOH 'pqOH'mOH'WOH 



42 



A Survey of a Public School System 



ooo 
od o 



t^ \0 0\ CN t-^ ro tN Tt t^ -^ 00 O VO ro 00 J^ O 00 



2S 



§1? 
< BS 

o ua .. 



5? 



o 



ooo 
odd 



1^ r*5 . 



rs t^ O OOO O lo ■* p^ IT) (^ 00 O "l o '-H '-I 



\0 rO "0 On O lO CN O »^ PO lO '-< i-i t^ i/) 



1 ^^ 



[s] ^ w 5 u ^ 

> § o 

g -s ^ 8 i i 



cO 



H ni fo 



>>-s 



M 



^ 2 



COO 
O ^'^ 
m nj O 

H M P 



o w o 

was 



H W S 



> 2 ^; 



r; ^ I TO ^ rr o 
W a OT3 6 g S 



"-. Fh w 2 



o g 






•^s^ 



u ^s 



Oi« O 



irjTj'Os \0'*0 CN»~-00 tJ<CS\0 t^»-iCN vO'-i'* 



O O OS OsOt^ O ■* 00 



« vO fN 00 vO so 00 O SO SO OO O "O O <^ so t^ 00 fC 00 t^ ■* 



TjtO'-H 

00 00 00 



o-« O 



00 o OS lo <r; 00 



O lO -^ so O O 00 "* t^ O 00 0\ "-I r/^ '* -h tJ< 00 



r-<iiOro Oioro OsCNO 



CO po <n 

ro ro fO 



t^OfO CN^-iOO OS'-isO 



'-H PO SO 



ir; lO IT) 

OS Cs Os 



tn^lS S?^'c3 SGJG"^ iC-d'^ EC -2 "=3 si-^''<^ 
0-5 o o-=i o o-« O 0-i3 O Q.S o o -5 o 

<: w <; P3 < n 

»-i CN cs ro ro -^ 



Normal Progress, Retardation, and Acceleration 43 

lOTt<0 00l^"0 lOtNO ON-^'f 0^0'0 OOO'^ QCl<i 00 TfCNO O'^'O 






■^a^o^ 



irit^O "O'-i'-H ior<i''-H T-i»-i-H t~-.ro\0 



rOOt^ .rt ^^ .^^ r<^ O O ^-( Os f<^ ro ro fO lO vO '-h -^ ,-( irj -^ OO 0\ 



Ov '-I Tt< O (^ •>-i vOfOl^ O O fO 10 10 -^ <*5J^00 O'-if- 0\ "-I >0 O O 1-1 



es CN »-l T}^^«.CN VO VO O O O OS 00 t^ tJO 00 fO o t^ cs -^ o O •^ 



M't^'^ ■^O'-H O^f^ f^O-* OOOCN rqrot^ 00>O-^ CSCN"^ 
CNOiO i^iO'-i ir> u~)>J-i r^O"^ .— lO-^ 0<^^0 Ot^O\ ^OOnOn 



'-itN'O rsiOf^ CN-^Os V0\0'-i t^iOO *~TtiO >OroO rfi\OiO 



t^ ITi -H _ (VJj^ 



10 '-H 10 00 ON 00 ■•-I o 00 '-1 O O O CS f<^ VO 00 10 '^ '-H ro tJ< \0 "0 t~ 00 oo 

O fO O VO O fO t^ Tf vO 00 >0 fO 0\ ro -^ irjt^t^ Ov CN (T) CN O '-I fO 00 ro 
CN CS CN CN CN CS ■rt CO CN CN tO t^ i-h ■<* rC '-I CCl CN r-l lO CO r}< VO lO CS 00 lO 



lO'^ro t^iOO OvOO ,-i.-iO OOO c^f^f^ vOOt^ ii~-LOir> 

■*•* '^<r><r) mDOO rorCrri 



O^TJO -^O-^ vOOOO ■*i-iO lOO'* POiOtO tJ<CNtJ< ro^OfO OOO 
'— lOOiO fNO\>0 CNOs'O 0\rt<t~» ■^\0'^ 



"jnlS "jj2l3 ^'<2'=3 J?'j2'^ id "3"=^ EdjG"^ E^JS'tS £2^"^ idj2'rt 
o-S o o-S o o-S o o.S o 0-5 o 0-5 o 0-5 o o-S o o •- o 

■^lOlOOOfr-l^OOOO 



44 



A Survey of a Public School System 



CS O ■* t^ ro T-i 0\ 0\ '-I 00 00'^ »^ lO fO tN O l^ O O J~- 





Z; o> 


T-^ 


& M 


s >> 


•— . 


s-s 




- 11 




" J5 


O' 



0\ lO O •^lOt^ lO fO o 



t^ <D MD OS O "-i 



O "T^ 

ro '-' CN 
vO VO ^ 



§ 2S 

Woo 
< °' m 
H " d 
W « . 

Pi s:r 

g I? 

III 
o ^2" 



M M 

o :s 



> 

w 



o ta 



O 



« W M 



r^) o^ Q 3 ;:j 

'-' O Q Z H V 



C/3 Ml ° d 



S i 2 



"Ho 



t-~ \0 t^ vO o o\ o o •* 



tooO oo<~000 rOOvO OnO\0 



lO Ov CN CS 1-1 O to t^ '- 

00 CS O O '-< -^ O 00 "^ tN t^ O _< t^ lO ro r^ CN Tt< rH vO 

ro ro fO •>*'*'* '* ro ■* Tjf ro ■* ^ -^ in t^ ■* O lO fO r}< 

•* tJ* Ov (N ro l^ 00 00 t^ 0000<^ OOO t^ t^ 00 O fC f^ 

T+iLO'^ ,-h'oO -^■^•^ OOO OOO ■<*Ot^ O^M3 

•^■^-T ■<*rti'* irjLoio LOir^"0 lOiOiO ro-<*<fO iovO"0 

\o <r> •^ vo cN ^ lo 00 1^ o o\ 'o »-i tj< lo \ot^>^ "oot^ 



•.-H O lO O '-I lO O O •* 00 O "^ Ot^i'J 



O -^ O Tti ID ■^ ro >0 ■* 
vOOO. "^•^•* TtCNfO 



•^I^O »-iroO OOO 



lO CS f*5 

lO ro rjt 



iiOrO Osf^rO O^^t)* 



t~- t^ -H OOO 0\ CN O 

t^TfO lO'*'* \OfO»D 



o "0 c^ i^ o "^ 






■3 M ■" 

"? -'5 



H w 2 









rt l> 

eS.2 

"o o. 



irjiOt^ u~) CD ^ O'*'* 000 Tf'-iOO »-iO\CN OOCN"* 



tn in jjj en in oj E" J2 cd 
O -tS O O -ii O O -5 O 

pqOH ' mOH ' pqOH 



0-« O O -5 O 

pqOH ' WOH 



^ J£ 03 E? J2 =^ 

: pa 



Normal Progress, Retardation, and Acceleration 45 

00 \0 t^ \0 10 O Tt< 10 t^ vOt^l^^ th fO 00 \0 vO t~~ 00000 00t~~ON 



rOO'-i Ot^t^ vOOO r^-Ot^ rO'<-ir-) l^O'* vOl^t^ '— itJ^cn r}<O00 
\0 \0 O OOvOt-- O fO »0 vO \0 O 'O vO vO vO ir> lO O 00 t^ tJ< tJ< ■>* J, U-) Tti 



•rfi O O On O 00 Tf so ro lO '-i O »0 O fO O O O CS O <^ t^ 00 O 



vO O -^ On '-Ht^ lO NO O CN O IM CN NO -^ (^ ■* O t^ 00 »-i On On 00 o ^ ^^ 



lOiO'* 


NOfnO 


^'*rO 


\n\r)^ 


ID lO »0 


om ^ 


T-i O lO 


O 00 -* 


CN ■* On 


lO »o »o 

NO NO NO 


OOnO 
lO ■* "0 


t^ t^ t^ 


rr> ^ rr) 

LO lO LO 


^ On O 
NO lO NO 


r^ On 00 


ON OOn 

lO NO lO 


CM O '-< 

t^ r^ i>- 


T)< TjH rj4 



iTit^in CN "-I CN O "^ On O O CN NO 0\ ■^ lO ■* tJ< 00 O "-i O 00 CN r<i 0\ ■•-* 



00 fO "-t ■^00'* OOt^O r<0 O '-I lO '-I re NO On t^ On nO "-H OOO PO CN O 

t^OOOO lO-^'-l r^iO'--l t^ONOO -^-^-^ OOCNlO >-iOnO rOt^O ■^i<CNO0 

t^iONO NOfO>0 IT) ■^ in •^CNco lOCD'^ nO'^'O I^nOnO nOCJiO lOCNfi 



ONOOr^ Tj< On On O O 00 On O l^ i-h On 0> no ■^ 00 rO CN rO ,-i lo fO 
■^r-~ OOiOO Ofe'^ ON'^O i^uoro 



NO lO O ■^oor^ NO fC NO OOO t^ t^ O OOO i-h .-i O ro c<1 f^ oo 00 00 



O00t~- 00 "-I On 00 f^ t^ 00 "-I ■* O O "0 -^ t^ NO t~- O '-i CS nO '-c OOO 



coinnj tnj«ni E"J"a3 i" JS ^ S?^=^ iG— i^ si 
O .15 O o .« o o •- o o -^ o o -5 o o -^ o 

/vNrh£_, r^r>NC__: r/^rhc_. rAr>ic_, ivNr'IL.i I mr", C—i I 



O.- O 



O •-! O O •-< O O •-! O O •- O O •" O O •« o o .— u u •« o o •-< o 

mOH IpqOH 'pqOH 'wOH IpqOH 'mOH 'pqOH'PQOH'pqOH 

lOlONONOt^t^'^OO 



46 A Survey of a Public School System 

an increase of 13.8 per cent; in the 7 a grade, a decrease of 3 per 
cent; in the 8b grade, an increase of 6.2 per cent; in the 8a grade, 
an increase of 14.7 per cent. Again counting all grades there has 
been during the period from 1909 to 19 13 a total gain of 81.5 points 
in per cent and a total loss of 19.4 points in per cent in the per cent 
of children making normal progress. 

Using the per cent for the grade as the unit for computing per 
cents of gain and loss and counting the per cents in all grades for the 
first semester of 1909-1910 and the first semester of 1913-14, the 
sum of all the gains in all grades where there was a gain in 19 13 over 
gains in 1909 in per cents of normal progress was 75 per cent, the 
loss, 25 per cent. In acceleration, gain 60.3 per cent, loss 38.9 per 
cent. In retardation gain 44.7 per cent, loss 113.2 per cent. 

Summarizing, with each grade as a unit, the accumulative gain 
and loss shown by considering all grades, we find that for normal 
progress the total gain for the year 19 13 over 1909 was 75 points in 
per cent, the loss 25; for acceleration the gain was 60.3, the loss, 
38.9; for retardation the gain was 44.7, the loss 113. 2. 

The following tables show acceleration, retardation, and normal 

progress, not on the age-grade basis, but on the basis of years in 

school and progress made. The study includes every child in school 

the last semester of the school year 19 13-14 whose record could 

be traced. 

TABLE XXVII 

Record of Years in School and Progress made of All White Children in 
THE Grades Who have received All or Part of their Training in 
the Bloomington Schools. Data After Promotion at Close of the 
School Year 1913-14 

Children Receiving Children Receiving 

ALL ONLY Part of 

Their Grade Work Their Grade Work Total 

IN THE BlOOMINGTON IN THE BlOOMINGTON 

Schools Schools 

Boys Girls Boys Girls 

Number of terms gained over 

normal amount of one-half 

grade in one half year 75 99 15 32 221 

Number of terms lost 494 438 225 177 1334 

Total number of half years in 

school 3784 3967 1605 1573 10929 

Total number of half years' 

credit made 3365 3628 1395 1428 9816 

Percentage of terms gained 

based on total number of 

terms in school 2.0 2.5 1.0 2.0 2.0 

Percentage of terms lost based 

on total number of terms in 

school 13.1 11.0 14.0 11.2 12.2 

Percentage of terms made 

based on total number of 

terms in school 88.9 91.5 87.0 90.8 89.8 



Normal Progress, Retardation, and Acceleration 



47 



TABLE XXVIII 

Same Data for Colored Children as Given in Table XXVII for White 

Children 



Number of terms gained 
over normal amount 
of one-half grade in 
one half year 

Number of terms lost. . . 

Total number of half 
years in school 

Total number of half 
years' credit made. . . 

Percentage of terms 
gained based on total 
number of terms in 
school 

Percentage of terms lost 
based on total number 
of terms in school .... 

Percentage of terms 
made based on total 
number of terms in 
school 



Children Receiving 

All of 
Their Grade Work 
IN the Bloomington 
Schools 


Children Receiving 

Only Part of 

Their Grade Work 

IN THE Bloomington 

Schools 


Total 


Boys 


Girls 


Boys 


Girls ' 



















23 


21 


13 


21 


78 


135 


122 


96 


152 


505 


112 


•101 


83 


131 


427 

















17 


17.2 


13.5 


13.8 


15.4 



83 



82.8 



86.5 



84.6 



Summary of Tables XXVII and XXVIII 

1. The percentage of terms gained by white children on basis of total number 
of terms in schools is 2.0; colored children 0. 

2. Per cent of terms gained by white boys is from § to 1 less than the gain made 
by the girls. 

3. Per cent of terms lost is from 2 to 3 more for the white boys than for the 
white girls, and about the same for colored boys compared with the colored girls. 

4. The white boys and girls receiving all of their training in the Bloomington 
schools make a smaller per cent of loss of terms than do those receiving only a 
part of their training in the Bloomington schools. With the colored children the 
situation is reversed. 

5. For white children the per cent of terms made based on terms in school is 
89.8; for the colored children 84.6. 

During the past three years more attention has been given than 
formerly to providing opportunities for capable children to do the 
work of the grades in a shorter time than the time regularly allotted. 
During the second semester of the year 1913-14 from 4 to 5 per 
cent of all the children in the school system made an extra semester's 
work. 



48 A Sitrvey of a Public School System 

Table XXIX shows normal progress, retardation, and acceleration 
according to age. 



T.\BLE XXIX 

Number .vsd Per Cent of Total White PrriLS ix Bloomixgton" Schools, 

ExD OF First School Month, October 4, 1913. That were XoRiL\L, 

Acceler.\ted, Ret-Vrded Accordixg to Age 

Xonnal age for entering iB grade, six and one-half years. Xonnal progress, one-half year for 
each half year in school. Children counted six until six and one-half. s©ven until seven and one-half, 
etc .\ges as of September i, IQ13. 

Age 3i 6 6J 7 7} S SJ 9 gi 10 loj 11 iii 12 

Total number .. . 10 74 94 105 S4 105 100 91 100 112 91 &8 96 95 

Nonnal 49 21 23 28 24 30 29 16 20 18 13 14 

Accelerated 10 74 43 55 33 42 47 23 33 38 20 23 24 23 

Retarded 29 28 35 29 36 36 58 51 45 57 58 

Per cent 

Normal 52.1 20.0 27.3 26.6 24.0 32.9 29.0 14.2 21.9 20_t 15.6 14.8 

Per cent 

Accelerated 100.0 100. o 47.8 32.3 39.2 40.0 47.0 27-1. 55.0 S3.9 21.9 28-i 25.0 24.2 

Per cent 

Retatded 27.6 33-3 33-3 29-0 39-5 36-0 3i-7 56-0 31.1 59-3 61. i 



Age 12I 13 13J 14 14J 13 15J 16 i6i 17 i7i iS iS} 19 

Total number. . . S3 103 72 42 34 29 14 14 2 3 i o i i 

Normal 21 15 15 5 

Accelerated . . . . 22 ig 5 o 

Retarded 42 69 32 37 34 29 14 14 2 3 i o i i 

Per cent 

Normal 24.6 14.5 20. S 11. 9 

Per cent 

Accelerated .... 23. S 1S.4 6.9 

Per cent 

Retarded 49.4 66.9 72.2 SS.o 100 iso 100 100 loo i:x3 fxi 100 100 



SruiLVRY OF Table XXIX 

1. The various ases with the per cent of retardation for each age are as fol- 
lows: -\ges 19. 18f, 17*. 17. 16^. 16. 15*. 15, 14§ — 100 per cent retardation; 
age 14. SS per cent; age IS5. 72.2 per cent; age 13, 66.9 per cent; age 12. 61.1 per 
cent; age II5. 59.3 per cent; age 10^, 56 per cent; age 10. 51.7 per cent; age 11, 
51.1 per cent; age \1\, 49.4 per cent; age 9. 39.5 per cent; age 9j, 36 per cent; 
ages 8 and 7*, 33.3 per cent; age S*. 29 f>er cent; age 7. 27.6 p>er cent. 

2. The various ages with the per cent of acceleration for each age are as follows: 
Ages 5? and 6. 100 per cent; age 10. S3.9 per cent; age 7. Sl.i per cent; age 6^, 47.8 
per cent; age S*. 47 per cent; age 8. 40 per cent; age 7j. 39.2 per cent; age 9*, 
35 per cent; age 11. 28.4 per cent; age 9, 27.4 per cent; age 125^. 25.8 per cent; 

age 12. 24.2 per cent; age 10*. 21.9 per cent; age 13, 18.4 
per cent. 




Xormal Progress, Reiardaiwn, and Actdfration 49 

Another approach to normal progress, acceleration, and retarda- 
tion is through Table XXX (pages 50-51), setting forth average and 
median ages of children in the \-arious grades at the beginning of 
the fall semester. 1Q12-13. the time of year when retardation shows 
at its greatest. 

Using six and one-hah' years of age as the normal entering age, the 
following table shows the normal age for each grade: 

iB 6i- : 53 101-11 

lA " - "f 5a 11 -IH 

2b 7}- S 6b llt-12 

2a S - Sj 6a 12-121 

3bH Si- 7b 12§-13 

3a. ...9-9i 7a - 13 -13§ 

4b ... 91-10 8b 13^14 

•La. 10 -101 8a 14 -14^ 

A comparison of the above table with the table of average and 
median ages (Table XXX) justines the following conclusions: 

1. On the basis of average ages, total boys and girls, the cfaildien in the 1b 
grade are within the limits of normal age for the grade; those in the La. grade are 
3 months, 28.7 days beyond the upper limit of normal age for their grade; those 
in the 2b grade 1 month 14.8 dzxs older than the upper nonnal limit for their 
grade: th^ in the 2a grade, 21.6 daj-s older; those in the 3b grade, 4 months 
18.4 days <dder; those in the 3a grade. 7 months 4.7 days older: those in the 4b 
grade, 5 months 23.6 Azys older: those in the 4a grade, 5 m<Hiths 9 J. days older; 
those in the 5b grade, 6 months 28.6 da\-5 older: those in the 5.A grade, 3 months 
24.1 days older; those in the 6b grade, 6 months 20.1 days older; those in the 
6a grade, 2 months lU da>-5 older: those in the 7b grade, 1 month 4_2 days older; 
those in the 7a grade, 4 months 12.7 da>-s older; those in the 8b grade, 8 months 
19.9 days <dder; those in the 8.a grade, 1 month 20.4 da>-s older. 

2. On the basis of median ages, total boj-s and girls, the results are: 1b, within 
normal age limits; l.A. within nonnal age limits: 2b. within normal age limits; 
2a, within limits; 3b, 2 months 17.2 days older: 3a, 5 months 13 da>"3 older; 4b, 
within limits; 4a, 3 months 3 da>-5 older; 5b. 3 months 19 days older; 5a. 3 months 
18 days <dder; 6b, 5 months 12 da>-s older; 6a, within limits: 7b, within limits; 
7a, 2 months 3 days older; 8b, 5 months 22 days older; 8.A, 3 da3-s older. 

3. On the basis of median ages grades 3a, 6b, 8b show the greatest retardation- 

4. On the wh<de the McCalla Building shows the least retardation. 

5. The girls are distinctly less retarded than the boys. 



50 



A Survey of a Public School System 





a 




lO 




m tN 




CO 






Pi 


Median 

Age of 

Boys and 

Girls 

Yr. Mo. Da 


rD t~ <r> \d 


lO ro O On 


■^ 00 On CN 


On 00 UO >n 


On O rO t~^ 


t^ro coro 




u 




CM tM tN 


CN T-H 


^ CO ^ CN 


CO C^ CO -rt 






H 


"0 t-^ 00 MD 


Ttlt^ t^ lO 


«-OOnO 


LO »H PO rC 


On CO t^ CJ 


OOn 00 -^ 










■^ ■— 1 




■^ 






< 


■o o o o 


t^ t^ t^ t>« 


t^ r^ r^ t^ 


00 00 00 00 


On 00 On On 


a\ On On On 




tn" 




"1 




Cn) cn 




ir> 


lO 




w 
a 

< 


Median 

Age of 

Girls 

. Mo. Da 


T-H Ti<r^ ro 


lO Ov ro »H 


NO On NO On 


NO 00 O 00 


co' ■* OO 


t^ 00 On ■* 




CO CN CN 


CN CN fN 


rvi -H fN 


CO 


»H —C 


'-I CO 






lO U-) VO MO 


0\-H T}< \0 


On 00 O 00 


Tt OO-H 


Tj< -1 CO CO 


C-I Tt< "0 lO 






OS 


\0 vO o o 


«^ t~. t^ f- 


r^ t^ t^ t^ 


00 00 00 00 


On 00 On Ov 


On On On On 




h4 


■i 

■< o ^ 




in uo 






CO 


LO 




s 


ON OvO— 1 


r»i rt< pvi CN 


NO nOO 


On ro Tf ■* 


r^ f^' fO 00 


•* CO 3^, 




& 


CN CN Csl 


^ tN 


CM '- o 


T-H *-H »— ( *-H 


T— ( ^—^ »— 1 


CO CO 1^ 




Pi 


Q H O O 


lO t-- 00 t^ 

o o \o o 


o NO o\ lo 
t^ t>, t^ i^ 


NOOO-H 
t^ 00 00 t^ 


lO t^ ro Tti 

00 00 00 00 


-H O "O CO 

On 0^ 0\ 0\ 


O00"O— c 
Ov O o O 




^oT 




















Whi^Q 


C^l I--; tN O 


O <M <N t-» 


^. '"*. ^ 


CO CO -^ NO 


^. -: '-. ^. 


00 ^ On t~-_ 




hj M 


ON a^' d ^ 


T-<dTj<od 


00 O) ■^ rt< 


rj<' On Tt ■^ 


CO »-^ fO 00 


.^ .^ ro rj< 




I-) M 


•r-l (N ^ (M 


^^ -^ CN 


CNI '-H l-H >-l 


CO --I CO CO 


CO CO CO tH 


C^ T-l »-l 




< 2 


2 o < J . 
















s 


5 w 7] K ° 


00 O O O 


t^ On '-H 0\ 


O ^ to ^ 


NO lo r^ NO 


ro CO NO-* 


O— i-t 'I 




Pu M 






T— t 










O H 
OCA! 

^ r 


>< o 

>< 


O O f~ \0 


t-~ t^ 00 t— 


00 t^ 00 00 


00 00 00 00 


On Ov On On 


OOnOO 






lo o o t-~ 


CO (N NO 


t-~ -H li-3 O 


t^ O ro t^ 


lO 00 NO -H 


NO ■*. PO 




3"= 


O J-3 t/: 


^' r^ Th lO 


(rj On ro 00 


r/5 t-» ■^ >-< 


CO lO NO »^' 


On ro -^'t^^ 


no' ■<*■ •*" ro 






CS •-I 


CN CN rt (M 


^Cvl CO 


CO fM CS 




bd 


< ° J . 

« u oi O 


OOO-I o 


irj 01-- ^ 


ro t^ CN ^ 


VO»-<l^Tj< 


a^^r^rri 


I— vO ^ 00 


X 




vo o o o 


00 00 t-~ t~-. 


t^ t^ 00 r- 


00 00 00 00 


On 00 Ov On 


On On On On 


< 


w^ri 


■i 
< ^ > • 


o o 


On NO '^ 


00 On in 


NO _ .NO 


CO nO NO 00 


_ -^/O . 


o o ro d 


rr^ in d in 


^^ -H in 00 


t-^ rl<" ro 00 


On On ■* lO 


vo t^ On t^ 


wg 


CN -H ^ 


CN (M 


tN CN CN 


-H T^ CO 


^ 


,-1 CO 


H 




Aver 

Age 

Bo 

:. Mo 


OO -H ,-H ^ 


CN 00 00 On 


O --H 00 •* 


r^ On t^ 00 


,-1 m 0\ in 


ro ■* 0-* 




Sg 


>H 


O O t— o 


r^ !-- OO t^ 


00 00 00 t^ 


00 00 00 00 


00 On On On 


oooo 




O n 




















M VI ^ 

iJ u >• p^ 

■< S o fa 


fO tJ< »-< CO 


NO '-It^ ■>* 


NO U-) ■* in 


ro t-~ lO lO 


ro 00 t^ 00 


(Nl ^ »-< ■* 




0* 


Tot 

OF B 
AND G 


■<* t^ lO vO 


CN r'O tS 00 


ro in re (N 


CO CN CO r^ 


rOfO ■* ^ 


•* CO CO On 




WC/2 






'^ 




i-H 






<g 


fi 


















w « 

1 ^ 


— iUT<*<0 


00 OOLO -H 


NO CO 00 o 


CNI ro 00 <~0 


Tl<0O^ ro 


ro NO -^ O 




CNf^ (MOO 


,^rc 


i-c cq ■^ IT) 


^ ^ f^ 


^-1 ■^ c^in 


^ ^ ^ Tj< 



g pa M M n 

Oj ,_! _ _| ,_, 

o 



z ?3 "' 






^' J3 ^ 



— 'jS ^ 






— ^JS ^ 



— ' i3 ^ 



-UC^ "S'-^.b-S c'^.^iS "S"-^.^-3 c^.^iS c'-^.S-S 

aOjii'cSo flJ^'rtO dJiJ'So iuJ:i'3o a>J£'3o ajJi'So 
mUi^ti^EH CJSPmH uSp^H uSPhH uSfeH uSfeH 



Normal Progress, Retardation, and Acceleration 

•^CNi^'rti ooo'-t'^ '-''-Hr^Os OD'-''^00 l~~i^vOr-] '^ -^ O ^ 0\ (^ r^ rr^ 

'-ir-l .rt,-(CN'-''^ ,-, .^ .r-t -—I -,-1 CNCN 

'^'^'^■•-1 OioOOv OoOi^ ^^,-lOC^ liOiOOviO ioon-huo OOoOiOvO 

OOOon OOOO '-'O-h,-! cvji-itN'-i CNr-qcsfM cM'thcvjcn rN)r/^Tj<Tti 

•O lO in lO "1 

OOClTtltN 00000"^ '-'rOt--^i-4 0OO0t--fN MDrOlOlO r^)-H(N»-H ■^CNt^PO 

©■^t^O CNt-I(MOn ^l^urjfS 00O'^'>0 CNCN'^vO •^—lOOCN oorooo>o 

OOsOvOv >— lO"— lO "— 'O"— 1^^ r-JOf^-"— I CN<^fNCNl r<i»-<CNCN irMPOThrf" 

lO UO |>I lO "0 

oorOCNO vo-^'^o OvosLo'^ oor^iro'T) OChOiO TfoouSoO cs-^'oOj^ 

ro tN t^ ■* vOt^OOO t^ "-I O t^ O f^ O O >0 O t^ lO 00 i-~ oo r^ O »-i lO trj 

O O O-O OOOO -^O'^'.-H ,-<tN<>lc<l <M'-iCNr^ cv)-HrofN r>Jro'^rf< 

T}<T^OO t^r<^CNfN O^r^OO -*lO ^-l '*'-; ""i OOO'^tN CNt-~OvTt< 

Tt -.-H O '^ O --H vd o^ O O -n* 00 r~^ r— ' t^ Tt< t-^ CN "~^ O ' ^ ,.; r-i tJ< CN r> o 

t-^'^vO'O OvOiO'— 1 OOO^ -^rt^OON •^mD-hO O-^r^loO i-iOoor^ .9 

■rt ■r-H ^ . rt r^ ^2 

OOOO .rt o ■^ O .rH ^ »>4 ^ cv) ^ ^ ^ r<i (M (M r<l ro ■^ (T) CN r^ ^^ ^ ^ J 

"3 

OOrcOON ^OiOOvO vOt^Ov'-; ro rOO\ u^00tJ<io TtiO\'^»-i CN"^*^. '^ -g 

•^ PO vd lO vd -^ fN ' (vi T-< t-I ' \o' 00 00 vd 0\ r--- ' O ro ■■-< cn 0\ O 00 £i ,"", 

•rt rt ^ CN ■^ ^ ^^ ,-, -r-^ -^ CS •i-H CS T-H C~4 .r-l (M U 

CSrO-^CN loroioo OoOvO'* MDCNtNO T-H'-H.-it^ ••-lOO^ _iO0vOl^ -5 

rt ^ ^ ^ g 

OOOO ■•-lO'-i,-! CNO'-i'-i (-^■^r-jT-i fvirOtNlCN {TStNCNP^l ro'^"*'* Si 

^ ^^^^ ^^^^ ^^^^ ^ ^ ^ ^^ ^ u 

'-J-^'^'.^vOoO^OroiO '*t^ t^Tj<_0\vO'0'-iOOrOTj<0'*_^jyi 

On 00 CN vd CN --I Ov Tj^" \d r-~' O lO OO t--^ o' r^ IT) IT) •^' On Tji o' t~-^ OO vd f^ "^ t~~' ^ 

cs cs.>-(,-icsitNr-< rs-.-! ^-H ^-ir'icscs csc^cNr-)CN.-H'-i'-''-i 

00 »0 CO t^ vo Oi ■^ O t-- lO 00 vO O 00 00 00 t^ On '-H lO O 0\ t~- O O ■^ C^ CO § 

OOoo OO'-'O ■i-(.-i(>4,-i cvq_i.,-i,-i CN'-ifNCN rO'-irOcsi rO'^rfiTti oo 

^2°oc^ Om3iO'-< lOOvOr- TfOirir^ rft^ONO tNuor^^ lot^^-ivo ~Z 

(^ -^ CN o ro <r> (M OS CN ro CN 00 CN rf CS OO •* <M ■rH 0\ ro CN ■rt t^ uo tr> SO lO " 



51 



Ov'^OO-^ soOS'JfOs lO-^-^O r^vOOtN t^iocOiO iot^Os.-i OsrovO<M 
CN ri< ,-i,-i_i,^ ,_iCv),-llO ■,-, c-i y-l IT) CN'-i ^ ,-(^-H t}< CNCNC-)rr> 



Mwmm <<<< fflPJMM <:<:<< npqpsca <:<<<:«i; pq<m«5: 

Tj<Tj<rt<Tj< ■<*Ti<'^'^ \j-)\ri inm ir^ miriiT) vOsOvOvO vOsOsOvO t^t^oOOO 






:-i TO r 



, I )-iCQ., — , }-4TOrr ^^ MTO^^^.H tnTO^^.* t-t l-t Ui i^ 

■ui—iTOu iw,_htoO OJiJiniO DfciinjO O^jTrtO aJLTrtO (Ui)(U(U 

UI^feH uI^feH ul^mH U^PxhH uI^PhH ol^feH UUOU 



52 



A Survey of a Public School System 



The following four tables show age and grade of high-school pupils 
as nearly as it is possible to make such a classification where pupils 
are promoted by subjects rather than by years. 

TABLE XXXI 

Age-Grade Table of Boys in High School, Second Month of First 
Semester, School Year 1913-14 

Ages taken September i, IQ13. Each pupil is supposed to make 4 credits each semester. Pupils 
are classified as to grade as follows: o credits to 3! credits inclusive — qb; 4 to 7 J — gA; 8 to 1 1 J — 
loB; 12 to isJ — ioa; 16 to 19J — iib; 201023! — iia; 24 to 27I — i2b; 28 to 32 — 12A. 

QB QA lOB IOA IIB IIA I2B 1 2A 

13 1 

131 4 1 

14 9 3 1 

14i 5 13 

15 7 8 5 5 1 

15| 4 4 4 12 

16 6 2 11 2 6 2 

16§ 6 2 3 3 4 2 

17 2 6 3 3 114 4 

17§ 2 3 10 2 

18 1 1 2 1 1 2 2 2 

18^ 2 10 12 

19 1 1 1 1 2 

19§ 1 2 

20 1 

201 1 

21 1 

2U 1 

22 _ _ _ _ _ _ J J 

Total 48 31 35 17 16 13 11 12 



TABLE XXXII 

Age-Grade Table of Girls in High School, Second Month of First 

Semester, School Year 1913-14 

Ages taken September 1, 1913. Each pupil is supposed to make 4 credits each semester. Pupils 
are classified as to grade as follows: o credits to 3J credits inclusive — qb; 4 to 7f — gA; 8 to iij — 

lOB; 12 to isf — ioa; 16 to iqJ — iib; 201023! — iia; 24 to 27! — i2b; 28 to 32 — 12A. 

QB gA lOB IOA iib IIA I2B I2A 

13 1 

13^ 6 2 

14 3 2 

14| 10 1 7 2 

15 14 3 3 3 1 

151 6 5 5 4 6 

16 4 5 3 3 9 3 

16| 7 2 5 2 4 1 

17 1 6 2 3 2 2 3 

17| 5 2 13 3 5 5 

18 1 1 1 3 2 

181 1 1 3 

19 1 2 4 

19i 11 

20 

20^........ 

21 1 1 1 

2U 

22 _ _ _ _ J _ _ _ 

Total 58 29 27 18 31 18 12 8 



Normal Progress, Retardation, and Acceleration 53 



TABLE XXXIII 

Age-Grade Table of All Pupils in High School, Second Month of 
First Semester, School Yeak 1913-14 

Ages taken September i, 1913. Each pupil is supposed to make 4 credits each semester. Pupils 
are classified as to grade as follows: o credits to 3 J credits inclusive — qb; 4 to 7 J — gA; 8 to iij — 
iob; 12 to isi — ioa; 16 to 19J — iib; 201023! — ha; 241027! — 12B; 28 to 32 — 12A. 

9B 9A IOB IOA IIB IIA 1 23 I2A 

13 2 

13§ 10 3 

14 12 5 1 

14§ 15 2 10 2 

15 21 11 8 5 4 1 

151 10 9 9 5 8 

16 10 7 14 5 15 5 

16§ 13 4 8 5 8 2 1 

17 3 12 5 6 3 3 7 4 

17i 7 5 14 3 7 5 

18 2 1 3 2 1 5 4 2 

181 12 10 2 2 3 

19 1 1 2 2 1 6 

19^ 1112 

20 12 

20^ 1 

21 1111 

2U 1 

22 1 1 1 



Total 106 60 62 35 47 31 24 21 



TABLE XXXIV 

Average Number of Credits by Grades and Sex of Pupils in High School, 
Second Month of First Semester, School Year 1913-14 

Average 



Grade 


Number of 
Boys 


Average 

Number of 

Credits of 

Boys 


Number of 
Girls 


Average 

Number of 

Credits of 

Girls 


Total 

Number of 

Boys and 

Girls 


Total 

Number of 

Credits of 

Boys and 

Girls 


9b 


46 


.4 


58 


.5 


104 


.5 


9a 


31 


5.4 


32 


5.0 


63 


5.2 


10b 


35 


8.9 


26 


8.6 


61 


8.8 


10a 


17 


12.8 


21 


13.6 


38 


13.3 


11b 


20 


16.3 


29 


16.1 


49 • 


16.1 


11a 


10 


21.3 


14 


21.4 


24 


21.4 


12b 


8 


25.1 


18 


25.0 


26 


25.1 


12a 


9 


28.6 


11 


29.3 


20 


29.0 



The age-grade tables for the Bloomington schools reveal the fact 
that there are marked individual differences in pupils and suggest 
that methods should be planned whereby these differences should be 
quickly recognized and provided for. Up to the present time the 
following plans have been used in an effort to adjust the work to the 
varying abilities of pupils and to promote their interest and success 
in their work. 



54 A Survey of a Public School System 

Plans Used in the Grades 

1. Practically all of the grade pupils are divided into groups accord- 
ing to strength in the subjects. In a single building, for instance, 
there are frequently three or four divisions of one grade, the most 
advanced division of the grade being from one to three months ahead 
of the slowest group. Whenever a child in the advanced group is 
absent and loses some of his work he drops into the group just below 
upon his return to school. As soon as he shows strength in that 
work he is transferred again to the higher group. This plan is some- 
times extended even to the grouping of pupils from adjoining grades. 

2. Frequently there are classes that cannot be reached satis- 
factorily by this plan and for them there has been provided in the 
past individual teachers who pass from building to building, giving 
such children instruction in the subjects in which they are weakest. 
As many as five or six such teachers giving from one to two hours 
each day of their time to individual instruction of this type have 
been provided at one time. Bloomington is fortunately located in 
that it is a university town and can secure teachers for this sort of 
work very reasonably, and sometimes even for the experience. 

3. For children who are noticeably defective, there have been 
organized separate groups who have been taught at centers away 
from the other children. For these special groups there is provided 
more handwork and manual training, sewing, etc., than for the 
normal children of the grades. Much attention is given with these 
groups also to games, boxing, wrestling, jumping, after which they 
take a plunge in the swimming pool. The idea back of this practice 
is that through physical exercise they may be somewhat stimulated 
to more mental exertion. 

4. Summer school work for limited numbers of the grade children 
has also been offered. These special summer school classes are 
meant primarily for those who are especially strong and by summer 
attendance can make an extra grade, and for those who are weak in 
their work and who need extra attention to insure their being able 
to carry their work satisfactorily the following year. 

5. In the upper grades, where the departmental plan of instruction 
is used, pupils are now promoted by subjects, the promotion, however, 
only in rare cases extending by subject from the 8a grade into high 
school. 

6. Opportunity to begin the study of Latin and German in the 
upper grades is given to the strongest pupils and these are given 



Normal Progress, Retardation, and Acceleration 55 

advanced standing in this subject upon their entrance to high 
school. 

7. Medical examination and advice are provided for pupils whose 
physical condition is such as to interfere with their normal progress 
in their studies. Tests of hearing and eyesight are made by students 
of the department of education of Indiana University often enough 
for teachers to keep informed of any defect of these senses on the part 
of any pupil. This practice applies to high-school pupils also. 



Plans Used in the High School 
All Pupils: 

The basis for specific action toward failing pupils and toward pupils 
of differing abilities is arrived at through two channels directed by 
the principal of the high school. 

1. A blank is filled out by each teacher once a semester for each 
pupil in his classes. Another blank is filled out by each pupil at the 
end of each semester. These reports serve as a basis not only for 
individual action on the part of each teacher, but for concerted 
action agreed upon in teachers' meetings. In these meetings various 
devices are suggested for dealing with failing pupils, the devices 
differing of course with the differing causes of failure. 

2. All pupils in classes in English are required to make fifteen 
points per semester on reading, outside of recitation, standard books 
of literature from a prescribed list. In history, also, ten points per 
semester must be made on outside reading. Teachers by their 
advice and direction do much to help the pupil to read according 
to his ability. 

3. For the past three years there have been classes in algebra and 
geometry whose study was supervised during one recitation period 
daily. This plan gave the teacher the best possible opportunity to 
adapt the work to all abilities in the class. 

4. In most departments there is opportunity for pupils to make 
advance credits under competent teachers during the summer vaca- 
tion. In this case the pupil pays his own tuition. 

5. The first thing in the morning, a thirty-five minute period, 
from 8.30 to 9.05, is given over for a study period. No recitations 
whatever are held during that period. All teachers are in their 
rooms ready to consult with pupils who have questions to ask about 
their work or to aid pupils with whom they have made an appoint- 
ment for that period. By this method individual instruction is 



56 A Survey of a Public School System 

offered to every child in the building and is enforced in the case of 
pupils that the teachers feel need special help. Other conferences 
with pupils are arranged at the wish of the teacher. 

Failing Pupils: 

1. If not too far below, failing pupils are passed at the end of 
the term on condition that they make during the succeeding semester 
a specific per cent above passing. The amount of this per cent 
varies for varying circumstances. This plan is being tried to some 
extent in all subjects but most extensively at present in botany in 
the high school where pupils with weak or failing grades in one se- 
mester, but who give promise of better or more energetic work later on, 
are passed on the condition that a grade of from five to ten per cent 
above passing be made during a part or all of the second semester. 

2. Certain failing pupils are marked incomplete at the end of a 
term and given an opportunity to complete the work without repeat- 
ing. Students whose attitude and effort are good but who cannot 
make passing grades are marked incomplete on the record but are 
given special individual work to cover the deficiency if it be specific 
or to make up for approximate credits lacking if the work is generally 
low. This special work is carefully outlined and checked up and 
is done out of school hours by the student, who is thus able to con- 
tinue in other work with those passing regularly. 

3. Special classes are organized during the school term to take 
care of certain specific weaknesses general with students in different 
years of the subject. For instance, such classes have been organized 
in English, composed of pupils from first, second, third, and fourth 
years, who because of a lack of the knowledge of grammar flounder 
in literary interpretation and write bunglesome sentences in the 
composition work. These pupils are temporarily drawn from their 
regular work and placed in an after-school class that studies practical 
speaking-grammar. When such a student shows enough language 
and grammar information to warrant his proceeding with the regular 
course, he is placed in the term's work in which he would have been 
had he originally passed successfully or had he not been assigned to 
the grammar section. 

4. Special examinations over the work failed in. 

5. Repeating the work. 

6. Instead of having the pupils do over work in which low grades 
have been made, substitutions of related work are occasionally made 
in which students are given material upon a subject closely related to 



Normal Progress, Retardation, and Acceleration 57 

facts discussed in the recitation and in which they have shown a 
particular interest. Evidence of satisfactory completion of such 
work is obtained from written reports or from oral examinations. 
In physics one hour each Thursday is set aside for those who are 
simply slow and fail to complete their experiments in the regular 
laboratory periods. 

7. Reduce the number of subjects that the pupil is permitted to 
carry. This is done only by the principal of the high school. 

Pupils of Different Abilities Within a Single Group: 

1. By giving strong members of the class the most difficult work. 
In the assignment of lessons to mixed classes in mathematics the 
work is developed enough to place it in reach of the average student 
and furthei- modification of the assignment is given the poor students 
during the consultation periods. 

2. In laboratory work slow pupils are allowed to devote extra 
time to the subject. 

3. A minimum requirement is made of all and the stronger pupils 
are kept up to their maximum through additional assignments or 
through experimental work. How this is taken care of in such 
subjects as botany and mathematics, has already been indicated. 
In Latin this same end has been attained through the following 
methods: (a) Having the strong pupils throw the Latin into drama 
form in a written translation, thus correlating with English, (b) 
Having them write Latin poems and editorials for high-school 
publications. 

4. Weaker pupils are encouraged by being given some particular 
thing to do along certain lines of special interest that are not required 
of other members of the class. For instance, one boy who was weak 
in the regular Latin work was encouraged to construct a catapult and 
other of Caesar's war instruments, and he thus commanded the 
respect of the class. 

5. Dividing classes into weak and strong sections. This plan has 
been followed to a limited extent in each of the following subjects: 
mathematics, Latin, German, English, and physics. It has already 
been indicated how the work is made more difficult for the stronger 
sections. In English not only are the assignments longer and more 
difficult, but in one strong class the materials dealt with were totally 
different from those coming in the regular course. This division in 
the strong and weak sections in German has been limited to Freshmen 
classes. 



58 A Survey of a Public School System 

6. The following is a detailed account of a method rather thor- 
oughly tried out during 191 2-13, of dealing with those of different 
abilities in the subject of physics. This account is given as it was 
submitted by the teacher of physics: 

(a) During the second semester, the two sections of physics are divided accord- 
ing to ability in the subject. Up until the present time, the assigned text-book 
has been the same for each class. In the more advanced section, excursions are 
made into more difficult fields. Topics not discussed in the text-book are presented. 
In the other section, each student usually has sufficient exercise in mastering the 
text itself. The class discussions are confined to the assigned topics. The exami- 
nations for the two sections have not always been the same. 

{b) In experimental work, the entire class works on the same experiment at 
the regular laboratory period during the first six weeks of the semester. At this 
time, differences in experimental ability become very marked. From this point, 
students are allowed to work in groups of two and three, the groups being chosen 
with respect to ability shown in the previous work. Each group has a different 
experiment. When this is mastered another exercise is assigned. (The best possi- 
ble results for any given set of apparatus are known by the instructor.) The plan 
takes care of the slow student and allows the individual with ability to do more 
difficult work. 

(c) With one student of exceptional ability, a different plan is used. This 
student recites with the class but does the laboratory work alone, at a different 
time, under the direction of the instructor. This student is usually from four to 
five weeks ahead of the class in laboratory work, and has done twice the number 
of experiments outlined for the regular work. He has devised many interesting 
experiments himself. He has made an induction coil, electric tourniquet, cartesian 
diver (special form blown from glass), a half dozen commutators, electrolytic 
cell for projection, coherer for wireless outfit, apparatus for determining frequency 
of a tuning fork, apparatus for distillation of water, and many other pieces of 
apparatus, and has gained skill in glass blowing, use of the lathe, and the use of 
the principles of chemistry. This student could have graduated in one half year. 

7. In physics last year there were four groups of students. One 
section was for those who were noticeably weak in that particular 
subject. Pupils in the weak section enjoyed the advantage of being 
in a small group and also of work only on the simpler and most im- 
portant things in the subject. The third group was composed of 
girls of average ability, and the fourth of boys of average ability. 
The illustrative material used in the girls' class was taken almost 
wholly from the machinery in the home; whereas, the illustrative 
material for the boys' group was taken from machinery on the farm, 
in the industrial plants, on the streets and roads. The fourth group 
was a mixed group of boys and girls, the strongest pupils in the whole 
group. 

8. In science and in mathematics the strongest pupils are often 
employed as laboratory or class-room helpers. 



Normal Progress, Retardation, and Acceleration 59 

Summary of Chaper II 

1. The approximate age of children on entering the ib grade in 
the Bloomington schools is six and one-half years; hence in most 
of the age-grade tables this age is considered normal for entrance to 
the IB grade, and normal progress is interpreted as meaning one half 
year's progress for every half year in school. 

2. For the sake of comparison with other cities, a few age-grade 
tables are made out on the basis of a two-year leeway in each grade 
to represent pupils of normal progress. Comparison on this basis 
shows that Bloomington has a very low percentage of retardation, a 
high percentage of normal progress, and a very low percentage of 
acceleration. 

3. The boys are more retarded than the girls. 

4. The greatest retardation is in the Fairview building and the 
least is in the McCalla building. 

5. The greatest retardation is in grades 5A, 4A, 6b, 4B, and 5B; 
whereas the least retardation is in grades ib, 2A, ia, 2B, and 7A. 

6. The greatest acceleration is in grades ib, 2A, ia, 7A, and 3A; 
whereas the least acceleration is in grades 5A, 6b, 4B, 4A, and 5B. 

7. The greatest percentage of normal progress- is in grades 2A, 2B, 
IB, ia, and 7B; whereas the least is in grades 8a, 4A, 6b, 6a, and 5B. 

8. There has been a gradual improvement for several years in the 
Bloomington schools as far as retardation, normal progress, and 
acceleration is concerned. 

9. Years in school and progress made data show the following 
conditions: 

(a) The percentage of terms of school work gained over the 
normal amount is for white children 2, colored o. 

{b) Per cent of terms gained by white boys is from | to i 
less than the gain made by girls. 

(c) Per cent of terms lost is from 2 to 3 more for the white 
boys than for the white girls, and about the same for colored 
boys compared with colored girls. 

{d) The white boys and girls receiving all their training in 
the Bloomington schools make a smaller per cent of loss of 
terms than do those receiving only a part of their training in 
the Bloomington schools. With the colored children the 
situation is reversed. 

{e) For the white children the percentage of terms made 
based on terms in school is 89.8; for the colored children, 84.6. 



6o A Survey of a Public School System 

10. The greatest percentage of retardation in the grades is for 
ages 14I to 19 inclusive, which is 100 per cent. For age 14 it is 88 
per cent; age 13I, 72.2 per cent; age 13, 66.9 per cent. The least 
retardation is for age 7, 27.6 per cent. For age 8| it is 29 per cent; 
ages 7^ and 8, ;^^.^ per cent; 9I, 36 per cent; 9, 39.5 per cent. 

1 1 . The greatest percentage of acceleration in the grades is for the 
ages 5I and 6 which is 100 per cent. For age 10 it is 83.9 per cent; 
age 7, 52.3 per cent; age 6^, 47.8 per cent; age 8|, 47 per cent. 
The least acceleration is in age 13I with 6.9 per cent; age 13 with 
18.4 per cent; age 10^ with 21.9 per cent; age 12 with 24.2 per cent. 

12. On the basis of median ages grades 3A, 6b, and 8b show the 
greatest retardation. 



CHAPTER III 



CENSUS, ENROLLMENT, PROMOTIONS, FAILURES, 
WITHDRAWALS, REPETITIONS 

Table XXXV shows a fairly even distribution of children through 
the whole range of ages from six to twenty inclusive. 

TABLE XXXV, CENSUS 

Distribution of Children within School Age Between Six and Twenty- 
one, School Census, Spring, 1914, According to Age at Time of 
Enumeration, April 10 to 30 









For Comparison 






Percentage 


Number 


Percentage 


Age in 




OF 


According 


According 


Years at 


Number of Children 


Children 


to 


to 


Time of 


OF Each Age 


OF Each 


Enumeration 


Enumeratioi 


Enumeration 


White Colored Total 


Age 


1913 


1913 


6 


160 8 168 


5.9 


193 


7.1 


7 


208 11 219 


7.7 


194 


7.2 


8 


196 10 206 


7.2 


170 


6.3 


9 


179 10 189 


6.6 


203 


7.5 


10 


191 5 196 


6.9 


202 


7.4 


11 


198 8 206 


7.2 


180 


6.6 


12 


174 10 184 


. 6.4 


191 


7.0 


13 


184 6 190 


6.6 


187 


6.9 


14 


178 7 185 


6.5 


170 


6.3 


15 


167 7 174 


6.1 


201 


7.4 


16 


198 14 212 


7.4 


182 


6.7 


17 


185 7 192 


6.7 


185 


6.8 


18 


190 6 196 


6.9 


155 


5.7 


19 


160 11 171 


6.0 


172 


6.3 


20 


161 10 171 


6.0 


127 


4.7 


Total 


2729 130 2859 


100.1 


2712 


99.9 



TABLE XXXVI 

Distribution of All Children of School Age Enumerated, Spring, 1914, 
Among Families of Various Sizes 

Only children from 6 to 20 years of age, inclusive, are considered in the enumeration and in de- 
termining number of children of school age in family. Children are counted as twenty until their 
twenty-first birthday. 

Number of Number of Families of Each Size 

Children 

OF School White 

Age in First Second Third Colored Total 
Family Ward Ward Ward 

1 190 188 197 21 596 

2 126 109 138 22 395 

3 65 50 72 8 195 

4 28 30 34 5 97 

5 17 19 17 3 56 

6 6 9 10 1 26 

7 1 6 1 8 

8 _J _ _ _ 1 

Total 434 411 469 60 1374 

61 



62 



A Survey of a Public School System 



Number of 








Percentage 


Children 








of Children 


OF School 


Number of 


Children in Each Family 


Size 


IN Families 


Age in 








of Each 


Family 


White 


Colored 


Total 


Size 


1 


575 


21 


596 


20.8 


2 


746 


44 


790 


27.6 


3 


561 


24 


585 


20.5 


4 


368 


2Q 


388 


13.6 


5 


265 


15 


280 


9.8 


6 


150 


6 


156 


5.5 


7 


56 




56 


2.3 


8 


8 




8 


.3 


Total 


2729 


130 


2859 





Summary of Table XXXVI 

1. 43.4 per cent of the families having children of school age have only one such 
child, and 20.8 per cent of all children of school age belong to families having only- 
one child of school age. 

2. 28.7 per cent of the families having children of school age have two such 
children each, and 27.6 per cent of all children of school age belong to families 
having only two children of school age. 

3. 14.2 per cent of the famihes having children of school age have three such 
children each, and 20.5 per cent of the children of school age belong to families 
having only three children of school age. 

4. 7.1 per cent of the families have four children each and 13.6 per cent of the 
children belong to such families. 

5. With families of five children the per cents are 4.1 per cent for families and 
9.8 per cent for children. Families of six children, 1.9 per cent for families and 5.5 
per cent for children. Families of seven children, .6 per cent for families and 2.3 
per cent for children. Families of 8 children, .1 per cent for families and .3 per 
cent for children. 

6. 86.2 per cent of all families having children of school age have either one, 
two, or three Of such children, while 68.9 per cent of all children of school age be- 
long to famihes of only one, two, or three of such children. 

7. On 13.8 per cent of the families the burden of educating their families is 
extremely heavy, while 31.1 per cent of all children of school age belong to families 
carrying this heavy burden. It is understood of course that not all of the children 
of school age in any of the above families are necessarily in school. 



TABLE XXXVII 

Distribution by Buildings Showing Places of Birth where Known of 
Children in School in the First Eight Grades During the Year 1913-14 

Percentage 

in Each 

Group 

47.4 



School 



Place of BrerH Central 

Bloomington 338 

Monroe County out- 
side of Blooming- 
ton 121 

Indiana outside of 

Monroe County.. . 190 

Alabama 1 

Arizona 

Arkansas 1 

Colorado 1 

Georgia 

Illinois 21 

Kansas 4 

Kentucky 23 



McCalla 
247 



Fairview 

171 



Colored 
40 



63 

125 
2 
1 
3 

1 
17 

1 
11 



67 
115 



19 



17 



Total 
796 

251 

449 
3 
1 
5 
1 
1 
47 
5 
55 



14.9 
26.7 



Census, Enrollment, Promotions, Failures, Withdrawals 63 

TABLE XXXVII {Continued) 

Massachusetts 3 3 

Michigan 1 1 2 

Minnesota 1 1 

Missouri 3 2 2 2 9 

New York 1 1 

Ohio 5 10 4 19 

Oklahoma 1' 113 

Pennsylvania 2 11 4 

Rhode Island 1 1 

Tennessee 1 5 1 8 15 

Texas 1 1 2 

Wisconsin 1 1 2 

Foreign: 

Scotland 4 1 5 

Total 1681 

Total outside Indi- 
ana 185 ■ 11 

Summary of Table XXXVII 

1 . There are practically no foreign-born children of school age in the city, hence 
•no problem of the foreign-born child to deal w-ith. 

2. Only 11 per cent of the children in the first eight grades of school last year 
were born outside of Indiana. 

3. 26.7 per cent were born in Indiana outside of Monroe County. 

4. 14.9 per cent were born in Monroe County outside of Bloomington. 

5. 47.4 per cent were born in Bloomington. 

6. Kentucky still contributes largely, as it has done from the earliest history 
of the state, to the school population of the city. 

7. Illinois is second to Kentucky as a source of school population for Bloom- 
ington. 

TABLE XXXVIII 

Number Enrolled in Gr.ades and High School in the Bloominqton Schools 
During Last Five Years 

igio 1911 1912 1913 1914 

First Grade 322 326 .281 326 318 

Second Grade 117 198 236 254 251 

Third Grade -260 215 261 248 306 

Fourth Grade 233 252 205 253 284 

Fifth Grade 181 197 208 222 249 

Sixth Grade 170 169 190 197 213 

Seventh Grade 158 157 161 156 216 

Eighth Grade 89 142 137 124 130 

Total for Grades 1,530 1,656 1,679 1,780 1,967 

First Year (High School) 162 129 174 167 176 

Second Year 93 113 92 113 100 

Third Year 70 80 90 60 84 

Fourth Year 61 52 58 106 68 

Total for High School 386 374 414 446 428 

Grand Total for both Grades 

and High School 1,916 2,030 2,093 2,226 2,395 

Number of High School 

Graduates 44 47 36 37 45 

Total High School Gradu- 
ates 209 



64 



A Survey of a Public School System 



During the past five years 19.2 per cent of the total enrollment 
both in grades and in high school has been in the high school, and 
70.8 per cent of all the graduates from the high school during the 
past seven years have entered a college or university. 

Of the 548,497 children enrolled in the public schools of the State 
of Indiana during the year 1913-14, 89 per cent were found in 
the elementary schools and 11 per cent in the high schools.^ 



TABLE XXXIX 

Number and Per Cent of Eighth Gr.\de Graduates from the Bloomington 
Common Schools who Enter the Bloomington High School 



Date of Graduation from Grades Number in 

Class 

January, 19.07 36 

May, 1907 29 

January, 1908 34 

May, 1908 39 

January, 1909 31 

May, 1909 46 

January, 1910 25 

June, 1910 17 

January, 1911 31 

June, 1911 62 

January, 1912 36 

June, 1912 55 

January, 1913 39 

June, 1913 51 

January, 1914.^ JO 

Total ' 561 



Number 


Per Cent 


Entering 


Entering 


High School 


High School 


32 


88.9 


25 


86.2 


31 


91.2 


34 


87.2 


28 


90.3 


42 


91.3 


20 


80.0 


16 


94.1 


29 


93.5 


58 


93.5 


35 


97.2 


48 


87.3 


36 


92.3 


41 


80.4 


26 


86.7 



501 



89.3 



TABLE XL 

Showing Number and Per Cent of Pupils Entering the Bloomington High 
School who Completed their High School Course 

Number Number Per Cent 

Graduated Graduated of 

Class Entering Number from from High Entering 

IN Class Blooming- School Class that 

ton High Elsewhere Graduated 

School 

January, 1904 22 15 3 81.8 

January, 1905 36 15 1 44.4 

January, 1906 22 10 2 54.5 

January, 1907 37 17 3 54.1 

January, 1908 30 14 1 50.0 

January, 1909 ^ J2 J_ 56^ 

Total m _83 12 55.8 

September, 1905 96 47 2 51.0 

September, 1906 63 33 2 55.6 

September, 1907 73 43 2 61.6 

September, 1908 55 10 5 27.3 

September, 1909 WS _49 J. 47^ 

Total 392 182 12 49.5 

Grand Total, January and 

September 564 265 24 51.2 

' Report of Superintendent of Public Instruction, Indiana, 19 13-14. 



Census, Enrollment, Promotions, Failures, WitMrawals 65 



u 



o 



« z 5 j 

w c « 

cQ £ <: 

a < jj : 

s a P I 



f1 ^ I .,. S 

B ~ 3 >• H 

W -^ O ^ O 

s 3 M 2 a 

o a « •< o 






c a 



O Q J 

n S o oi 

IZ u 0! z 



O (SO cs 
B O O 



00 •r-C.-HCN'-l«-(OOt-~Tj< 

•^ •^ •* th fN) tJ< CN O r^ o 



W 2 Q 

n 2; W 

a s Hi 

3 2 < 



g2H 

B Z fc, 



j^ t^'-<i-(,-iu-)<r)eNCNCNCN'*t^CVIO\'-lt^ 

P5 r^OO'-lP^tNtN-HCVlO'^fOOOO-^ro 



n 



CNCN.— (•— (r^cN>— i»-(T^^H-HCNr'5. 



« g w 



^ « « w 
S o "^ " "5 
gH z S 



cO"^ oo^ocN ^^oio(M 0,0 






ro •O 10 CS 10 00 10 vo —I — I ro 10 00 ^ CS 



i-iu 



u •■-icscN'-ifOO'^r-j 



■^ ^ O Tfl •* ^ CN 
O O ro ■— 1 Tj* CN O 



^ 2 

Bi " S 

W Q S - 

S ►J W 

3 O hH 

•^ Z < 

w « 

."1 



vOOvooiooOvOOOv'-i'^tNrOOto'^rsil-^ 

■^ 00 

OiOTti-^cNO'-i'-icNc-jTt<oo<r>-H^oo 
vO"*'^'^OvOioooo\'^ooior— Tt<"0"* 

CNCN'-lCNCNCN'-l'-i'-iCN '^ CN ro lO <>< CS 



66 



A Survey of a Public School System 



fe.<^i " 



S o a o 
5 w w ^ 



^ S OS 
OS «0h 



^ T-i ro fO CN 



W Bi Z 



^ o 



rt o ^ 

CN <T) 1-1 






» ,- W 

S 5 i 






o y 



H Tt(r-4Tf.-l\O'#ri<00CNfN.-l,-H 

'^ ^T-i^OfOOO<M<N^O»-H 
* (TJ'.-Hrc^r^TtTtivOO^'-HO 



HCN ^-H T-itN CN^r/5 

CO ^^ ^.rt ooo 
«CS OO O"-! CN>-iro 



Q S t*^ Q 

w o a w 5 
- w^o 



CN 



Q 



w 



(0 _ W W Q 



CN O 



< o 
w o 



SSO; 



?2 
s o 

Zg 






Wo 



^ 



Census, Enrollment, Promotions, Failures, Withdrawals 67 



X 

w 

1-5 
< 



M<^§ oocarsooo^ooosoooo 
5 w w « 

<^ O in Tf< t^ 0\ fO O 00 -"ti o 



gH« 



S Z < H 

g fc, a (J o „ 

a o -c 5 a u 

5 a o o 



M W d 

: So S 



j_ O CS Tt< po T! f<:) 00 ■>* •.-( irj 



H « 



o 



'Z w « z 



3 Z Q 



^-iT-HOCS'^'-i'-ifO T-ico 
10 <-4 Ttl tH r>) CS t^ r-l O CN 

f<5 rO'-H'-iCNfNtNro-^'O 

O fO O O -H CN -H ro O -^ 
rn O -H -^ -H O '-1 O '^ --I 



la f^ 



OS o w 
a z [^ 



IS 






53 



o-g 



Q H 

W 0! 0; W 



•rt -H ■— 1 ro Ti< 10 

,-( ,_! .^ c^l rt CO 

00 O '-t (^ CN 



O "-1 



W OS oi w 

aP S > 9 o 
&H 2 g « 
2: wjo M 



H .^^ _| 






H \O-^iO<~0'-Ht^00'*<ncsrO 



'^ m^'*'-iir)'<*Ti<(r)CNCNO 



rorO'-icSvOr<^'*i-H'-iOrD 



)Q« 



5 u <M 10 o cN o\ •-I vo t^ t~ to 00 

Wf_, ~^,-ics(M'-l>-lCSi-cCS>-l»-l^-l 



68 



A Survey of a Public School System 



vOCNOsroiOCNOrO 







w 2 w < 
Z w « S 



§ ss " S 
a o < H 

:z; Hfa 



o ^ 

^ o 






Pi^W 



H (M ro rn T-( .r-i ^H 

p, ^ <>4 ro O •^ O 

m CN CN "-I »-l o 

f^ CN '-I "-H '-I 



H 1— I . 



5g 
Co o 



'-1 ^ o •^ ^ 




Q Z fvj ,-! ,— I ,—1 



O Wf_| -^ 



ra t^Ov'— ifO'O'-iioro 






Census, Enrollment, Promotions, Failures, Withdrawals 69 



3 w « « 






^ S "j a 

oi a a: [i] 

w e < H 

« , a Hi o 

S o < =? 3 

5 ° a o o 

12; W W PS 



g w ^ 
2 o S 

w « z; 





M 


5S 









> 






>^ 


< 


ptjW 


w 


M 




hJ 


y 




m 


« 


3 


< 








5^ 0\sOiovOOt^OOrOiMO\Ou-)oo,^,^^ 
■^ '-H T-i ,-1 .rt CN 

n LOCNiOfO'OvOl^f^'.-ivOOrOO-^OO 
03 fO<r)rCfO^OO\vOOsfNMDiOcO00O\-^<r> 









tv) ,-1 .rt rj< 



O '*'Ot^O\rNOOt^CNCS^r-lOTj<lOi-lCsl 
P3 ^Ot^vot^tor^— (00'-i<rST}<rO'--i'<#<NO 



H 

n 


Dropped 

To 
Enter 
Higher 
Grade 


H 


^ ■* 10 

<^ <M 

-H -^ ro 


•0 














z 










C5 


W « "i t) 


H 


s-H i-H 


'ti tN r^i 















5 ri u 





,_, _ 


fO -H 


S 


^ w^o 











n 





-H rt CM 






vd '^ 



S2 

0* O ^ 



CjO "* 



UOoo 



^ -^ 



nS .S <U OJ 



^ -:= 



n! 



<u 




.*<) 


■i-) 


r! 




>.^ 




D 








4:1 



E 



^ 




"0 




Li 











"rt 


_^ 


a 


oj 




j_, 


is 


OJXJ 


T3 


be 


3^ 

rrTJ 


_6 





(U 


3 





J3 





Tl 


n! -0 


E 


^ 


c 


(U 


3 


d 


, , 


0) 


:^ 


<J 





iH 


r> 














0) 




rt 







D 


(5 




>> 


6 


j2 


a 


13 




OJ 


u 


■" 






3 


a 




d 



dj Q 1) . 



-^ON-Sro =^ g ^ O 

^^ "^-13 So 






BjOO CN 



:jd >- 



m Q,^ be ,'" ""O 



.£i OJ g OJ "^ "* 
"■" d 



.00^ 



d.S 
3 5 






d bc cr.S g 3 



^ U 10 fO 



S' W J3 



a M^.d^.Srd £ - 
6 






bC > 



Z\0 •rt 



OJ .d O OJ O ro CO 



r-l&^feS-TiSS-^-dl- 

S ^ '^■S^ 2 ^% 3 
3o<u-"32-S3=*:^ 

.-J •— • r*. t^_j 1^ ■*-* r^ -» ^ 



t^ Qj . • . .*_> . -d 

c/2*jcs'r3-^ d"^ 



•« >-< 



70 



A Survey of a Public School System 



0\ 


H 


>-I 




^ o w o 




U 


< 

H 
O 

H 


w 

g 




a 




&4 


o 




« 3 ow 


n 


Pi 








QO 




< 












» 








m 




>< 








gSgg 




o 








w & o E 
u ri M 2 


o 


o 








PL, (k, Op^ 


n 


w 










rt 








o 




g 








« S ,/, *5 

w B "3 o 


H 



w 



Or^OfOO»oOO 






U 



J H 3 e 'J 

3 S o S 5 o 

o id < o^w 



H & u; Q 



2; a 
p< 



o '-' J 

EC'S 



OS > 

(0 S >< 



^ vO vO r^ •+ (^ « 



) O ^ w o» VI I 



1^2 



n ,-1 I 
S osc 



Sz ' 



g" PS 



■ w <; w <; ffl < 



« < o o 



o o- • 



p j3 ja j3 j3 x; -a J3 J3 

'Hi wj bc'bb'M'bo'Si'S) 
BcaCBCCC 



r4 M 0\ 0>0 



lr>QO O VI -^ '^ 



J 00 00 O* f^ 



O „ ^N M M « 

o M a ■* I- •* o 

O po r^oo ■'t « f^ 

m M M -t N •I " 

"1 NO -t r» M O 

g, MOO V5c.5fO« 

^ OO O" r^ t^ ■^ 

O OvO M " 

M O ^ « "^ 

;;;> o ri m o 

U, IH MO I" 

N « O N M 

fO O " •* O 

Tt OOO V^ -t (V^ M 

M ^100 lO "O ■* N 

p/^ 0> Oi <^ t^ >-< lo 



P3 < oa < PQ < 



mm 



VIOO M 



M •* 



t<5 M 

o o 

to M 



B C 

03 CI) 



O 00 t^ O 

o o o o 

O t^ o o 
>0 V) O O 

> o o o o 
o o> o o 



O i-ivO N N 



< O CO (V^ Ht CO M 

* Tl-j to M O O M 



in lO M o O' fO 0> 

to fO fO M M M 

O O OvO 00 O>00 



r^ O fO M MM 

N •* M M MM 

lOO MO o o 



w O rO 

■* too 



ro O rO 
f^ M w 

oo o 

fO -* i^ 



ia<ia<a-<n< 



tscocddcc 

I g g la e I a b 

1^ U Im l-i ti Ui l-i 1-1 C-H 

ooooooc5c3l 



Census, Enrollment, Promotions, Failures, Withdrawals 



n 



to ^ r^ 

t^OOod^OOO 

nOnOOOOO 



O O O O O O O 



OOOOi^OOO 



fO 't O rs (^ o 

O VO M O 'O M 



OO 00 lo M O -^ 
O »^ r* c^ 'O •-• ^ 

M Tf O <^ M O 

VO lO M O !N M 



t^ O ^ TtOO M Oi o» 

M O 00 t^ fO O -^ 
vo o 00 t^ m w lo 






Eessaaes 

oooooooo 

uuuuuuuu 



Oi 11 

to M 

o o 



CO M N 

o w o» o O r^ 
r--o6 O O O O 



M O -t ■-. H « 
CO "J- " o " M 
00 ^0 rO H O O 

^ CO CO O O w 
N CO M O O M 

■* to N o O O 

Ov CO lo MOO O 
M in M ^ M D 

NMD IH o 0> -t 

M (N M fO M 

t^ r^ Tt M o^nO 



M H O O M 

^ M M M 

« O M « 

ts O O M 

O O M M 

C to 1-1 ^ M <N 

to t^W N O 't 

1-1 <H HI to 1-1 11 

w 00 VO « Oi^O 



O Ooo O <N o o 



IN to to 

r^ to o O O tN to I 



o 



FQ<tq<B<i!n< 

OiOvOOMuNt^ 



N M MOO 

M CO M O M M 

vo M T+00 to t^ O r^ 

O CMtNMMMMM 

C4 ts Tf O 00 Oi^ t>l CO 

O M M IN MM 

tf Oi O GO r^QO tl- to c^ 

^O M 

O M to CO 

CO O M CS 



M tO^-1-tOt^tOt^( 

X> NtSCOMMMMC 

0> tt ^ COOO OiOO IN c 

O M M N Ml 

C* M O M t>.00 to to ( 



M t 

"i- CO 



n<iB-i:«<!ipq< 



b .S.S.S.S.S.S.9.S 



72 



A Survey of a Public School System 



TABLE XLViA 

Summary of Table XLVI, Enrollment, Failures, Withdrawals, Second 
Semester, School Year 1913-14 

Per cent of Failures of those Remaining 

Phys- Com- 

Mathe- ical mercial 
English matics Botany History Latin Physics German Geography 

Boys 31.3 22.2 33.3 33.3 33.3 40 '12. 5 

9b-! Girls 5.2 12.5 16.7 8.3 22.2 

Total 12.5 10.7 18.2 23.8 16.7 31.6 3.5 

Boys 20 17.6 20 10 4 6.7 

9a ^ Girls 7.4 2.2 16.7 7.1 

Total 11.9 8.8 17.6 8.3 1.8 4.8 

Boys 10.5 18.2 57,1 15.8 

10b -1 Girls 13.8 16.7 

Total 5.6 15.7 31.5 8.6 

Boys 8.3 12.5 18.5 

10a -I Girls 3.1 11.8 11.5 12.5 5.3 

Total 5.4 12.1 15.1 6.7 3.2 

Boys 5.3 50 12.5 7.6 

llB-1 Girls 5.9 9 50 

Total 5.6 20 5.9 13.3 

Boys 15.8 25 9 

llA^ Girls 5.7 14.3 

Total 9.3 9.5 10 5.3 

Boys U.3 

12b ^ Girls 9.1 

Total 7.1 

Boys 11.1 

12a-! Girls 7.1 

Total 5 4.5 



Per Cent of Failures and Dropped to QtaT School to Those Enrolled 

Phys- Com- 

Mathe- ical mercial 

English matics Botany History Latin Physics German Geography 

Boys 42.8 63.2 57.1 36.4 63.4 62.5 22.2 

9B^Girls 17.4 5.3 12.5 14.3 21.5 27.3 4.8 

Total 31.4 34.2 33.3 24 40 48.1 10 

Boys 40.9 24.3 27.3 10 22.6 30 

9A^Girls 10.7 8.2 28.6 7.1 11.8 40 

Total 24 15.1 28 8.3 17 33.3 

Boys 14.3 17.4 72.8 18.2 19 12.5 

lOB^Girls 14.3 6.3 20 4.4 11.1 

Total 14.3 10.9 42.3 8.8 15.4 6.3 

Boys 8 5.9 21.4 

10a -(Girls 3.1 5.9 14.8 12.5 10 28.6 

Total 5.3 5.9 18.2 6.7 6.1 14.3 

Boys 18.2 50 12.5 20 

llB-{ Girls 4.8 9.1 66.7 

Total 11.6 23.5 5.9 27.8 

Boys 20 8.3 40 7.7 

llA-lGirls 12.5 13.3 25 10 

Total 15 9.1 2.3 30.8 8.7 

Boys 4.3 20 

12b -{Girls 10 14.3 10 

Total 5.3 10.3 7.1 11.1 

Boys 11.1 

12a ^ Girls 7.1 

Total 5 4.5 

1 QB and QA combined in one class. ^128 and i2A combined. 



Census, Enrollment, Promotions, Failures, Withdrawals 73 

Tables XLV and XL VI show that the great mortality occurs in 
the early part of the high school course. The average per cents of 
failures are: 

„ „ Failures and 

Failures Based Quitting Based 

ON Number Remaining on Enrollment 

ll 16.7 31.6 

9a 8.9 



10b. 



10a 7 1 

llB 7:5 

llA 5.7 

12a 1.9 19 



21 
10.2 16.3 

9.4 
11.5 
11 



A further analysis of failures and withdrawals is contained in 
Tables XL VII to LXV inclusive. The data for Table XLVII were 
compiled by P. C. Emmons, Superintentent of Schools, Kendall- 
ville, Indiana, and are based on reports for the first semester, 
1913-14. 

Responses were received from seven Indiana cities with popula- 
tion and high school enrollment as follows: 

No. OF City Population H. S. Enrollment 

1 8838 385 

2 8634 324 

3 10272 325 

4 4891 180 

5 11886 200 

6 6987 179 

7 8687 243 

Pupils who left city are not counted enrolled. 
City No. i is Blo-imington. 

In the following subjects the mortality in the Bloomington 
schools is evidently comparatively high: botany, first-year Eng- 
lish, first-year Latin, Cassar, and Virgil. It is about average in 
first-year German, second-year German, physics, second-year EngHsh, 
fourth-year English, Cicero, first-year algebra, second-year algebra, 
plane geometry, mediaeval and modern history, and comparatively 
low in third-year EngHsh, soHd geometry, United States history, and 
Civics. 

The mortality would seem to be too high in beginning English, in 
botany, and in all of the Latin except Cicero. 



74 



A Survey of a Public School System 



TABLE XLVII 

Comparison of Failures in Seven Indiana Cities 

Numbers in first column under subject represent the various cities. 



Total 

Enrolled Failures 

IN Number Number Failures and 

Subject Subject Dropped Remaining Dropped 

German I 

4 22 1 21 5 6 

3 31 5 76 13 18 

5 29 1 28 4 5 

1 79 6 73 11 17 

2 69 7 62 6 13 

7 44 44 3 3 

German II 

1 79 6 73 11 17 

2 24 3 21 1 4 

5 21 21 11 

7 25 1 24 1 2 

4 21 21 

3 26 26 

Three schools reported third-year classes in German. 

Botany : 

1 56 8 48 9 17 

6 47 1 46 7 8 

4 18 2 16 2 4 

2 70 8 62 5 13 

7 24 3 21 3 

Physics : 

6 12 12 1 1 

1 55 1 54 4 5 





Per Cent 




OF Total 


Per Cent 


Failures 


OF 


AND 


Failures 


Dropped 


OF Those 


of Those 


Remainino 


Enrolled 


23.8 


27.2 


17.1 


22.2 


14.3 


17.1 


15.0 


21.5 


9.7 


17.4 


6.8 


6.8 


15.0 


21.5 


4.8 


16.7 


5.0 


5.0 


4.0 


8.0 














18.8 


30.1 


15.2 


17 


12.5 


22.2 


8.1 


18.5 





12.5 


8.3 


8.3 


7.4 


9.1 



Schools 3, 7, 2, 5, 4 — Report No Failures in Physics 

Reports show that it is not customary to fail pupils in Domestic Science or Manual Training. 

English I : 

1 150 21 129 19 40 14.7 26.7 

4 57 2 55 6 8 10.9 14 

5 44 1 43 4 5 9 11 

6 61 3 58 5 8 8.3 13.1 

2 113 12 101 6 18 5.9 15.9 

3 115 115 2 2 1.7 1.7 

7 69 3 66 3 4 

English II: 

4 48 4 44 5 9 11.3 18.7 

2 84 6 78 8 14 10.3 16.6 

1 96 5 91 7 12 7.7 12.5 

6 54 3 51 2 5 3.9 9.3 

5 75 10 65 2 12 3 16 

3 48 2 46 1 3 2.2 6.2 

7 72 7 65 1 8 1 11.1 



Census, Enrollment, Promotions, Failures, Withdrawals 75 



TABLE XLVII (Continued) 











^ 






Per Cent 
















OF Total 














Per Cent 


Failures 












Total 


OF 


AND 




Enrolled 








Failures 


Failures 


Dropped 




IN 


Number 


Number 




AND 


OF THOSE 


OF those 


Subject 


Subject 


Dropped 


Remaining 


Failures 


Dropped 


Remaining 


Enrolled 


English III: 
















2 


74 


2 


72 


10 


12 


13.9 


16.2 


6 


36 





36 


3 


3 


8.3 


8.3 


5 


31 


3 


28 


2 


5 


7.1 


16.1 


3 


65 


4 


61 


3 


7 


4.9 


10.7 


1 


79 


1 


78 


2 


3 


2.6 


3.8 


4 


41 





41 


1 


1 


2.4 


2.4 


7 


37 


2 


35 





2 





5.4 


English IV: 
















4 


25 


1 


24 


4 


5 


16.6 


20 


5 


26 


2 


24 


2 


4 


8.3 


15.4 


1 


39 


1 


38 


2 


3 


5.3 


7.7 


2 


66 


4 


62 


1 


5 


1.6 


7.6 


3 


40 


3 


37 





3 





7.5 


6 


22 


1 


21 





1 





4.5 


7 


29 


1 


28 





1 





3.5 


Latin I: 
















1 


49 


3 


46 


9 


12 


19.6 


24.5 


3 


56 





56 


9 


9 


16 


16 


4 


49 


11 


38 


6 


17 


15.7 


34.7 


2 


83 


9 


74 


6 


15 


8.1 


18.1 


6 


42 


2 


40 


2 


4 


5 


9.5 


7 


40 


3 


37 


4 


7 


1.1 


18 


5 


24 


2 


22 





2 





8.3 


Caesar: 
















1 


34 


1 


33 


5 


6 


15.2 


17.6 


3 


37 





37 


5 


5 


13.5 


13.5 


7 


22 





22 


3 


3 


13.7 


13.7 


6 


41 


5 


36 


4 


9 


11.1 


21.9 


2 


52 


1 


51 


5 


6 


9.8 


11.5 


4 


38 





38 


1 


1 


2.8 


2.8 


5 


18 





18 














Cicero: 
















7 


15 


1 


14 


1 


2 


7.1 


13.3 


4 


15 





15 


1 


1 


6.7 


6.7 


1 


37 


1 


36 


2 


3 


5.6 


8.1 






6,2, 


3, 5 — No 


Failures 






Virgil: 
















1 


25 


1 


24 


1 


2 


4.2 


8 






6,7, 


4, 2 — No 


Failures 






Algebra I: 
















4 


58 


3 


55 


20 


23 


36.3 


39.6 


6 


43 





43 


9 


9 


20.9 


20.9 


1 


124 


16 


108 


13 


29 


12 


25.4 


7 


44 





44 


3 


3 


6.8 


6.8 


2 


107 


12 


95 


4 


16 


4.2 


14.9 


3 


110 


3 


107 


1 


4 


.9 


3.6 


5 


50 


5 


45 





5 





10 



76 



A Survey of a Public School System 



TABLE XLVII {Continued) 

Per Cent of 

Per Cent Failures 

Total of and 

Enrolled Failure Failures Dropped 

in Number Number and of those of those 

Subject Subject Dropped Remaining Failures Dropped Remaining Enrolled 

Algebra II: 

4 25 25 7 7 28 28 

7 19 1 18 2 3 11.1 16 

2 62 6 56 6 12 10.7 19.3 

1 66 4 62 6 10 9.7 15.2 

6 48 48 3 3 6.3 6.3 

3 19 19 

PI. Geom.: 

4 46 2 44 9 11 20.4 23.9 

7 35 5 30 5 10 16.7 28 

1 84 5 79 9 14 11.4 16.7 

2 78 7 71 6 13 8.4 16.7 

3 97 97 3 3 3 3 

6 25 25 6 6 2.4 2.4 

5 34 2 32 2 6 

Sol. Geom.: 

5 18 18 2 2 11.1 11.1 

7 11 11 1 1 9.9 9.9 

6 31 3 28 2 5 9.7 16.1 

1 8 8 

3 20 1 19 1 5 

Gr. History: 

4 28 3 25 3 6 12 21.4 

6 34 34 3 3 8.8 8.8 

2 70 6 64 4 10 6.2 14.3 

5 17 17 1 1 6 6 

3 78 3 75 2 5 2.6 6.4 

7 58 58 

Rom. History: 

6 22 1 21 2 3 9.5 13.6 

7 34 34 

4 20 2 18 2 10 

2 45 2 43 2 4.4 

Med. and Mod. Historv: 

1 53 ' 53 2 2 3.8 3.8 

6 29 29 1 1 3.5 3.5 

2 25 4 21 4 16 

4 13 1 12 1 7.1 

7 20. 1 19 1 5 

5 13 13 

U. S. History and Civics: 

6 34 34 4 4 11.6 11.6 

4 17 17 1 1 5.8 5.8 

2 67 5 62 3 8 4.8 11.9 

1 38 1 37 1 2 2.4 5.3 

5 23 1 22 1 4.3 

3 35 1 34 1 2.8 



Census, Enrollment, Promotions, Failures, Withdrawals 77 

In the following tables, Tables XL VIII and XLIX, promotions are 
worked out on four bases: 

Basis No. i. Percentage that number of promotions plus number 
of conditions is of number of pupils remaining until close of the 
semester. 

Basis No. 2. Percentage that number of promotions plus number 
of conditions is of the number of pupils remaining to end of semester 
plus the number that withdrew during the semester to quit school. 

Basis No. 3. Percentage that the number of promotions is of 
the number of pupils remaining until close of the semester. 

Basis No. 4. Percentage that the number of promotions is of 
the number of pupils remaining to end of semester plus those who 
withdrew to quit school. 



TABLE XLVIII 

Percentage of Promotions in the Grade Schools at the Close of the 
First Semester, 1914-15. (All Children in the System Inclvded) 

Promotions Promotions Promotions Promotions 

Grade on Basis on Basis on Basis on Basis 

No. I No. 2 No. 3 No. 4 

iB 82.5 80.2 79.0 76.7 

lA 90.4 90.4 89.4 89.4 

2b 95.3 95.3 93.6 93.6 

2a 97.1 97.1 94.3 94.3 

3b 89.6 89.6 84.3 84.3 

3a 96.7 96.7 93.7 93.7 

4b 88.9 88.9 76.8 76.8 

4a 88.0 88.0 86.0 86.0 

5b 93.8 91.9 86.2 85.7 

5a 91.7 89.0 89.7 89.0 

6b 88.3 85.0 68.9 66.3 

6a 88.8 84.5 53.8 51.2 

7b 90.4 85.2 53.0 50.0 

7a 88.9 82.1 58.3 53.8 

8b 84.3 80.5 65.1 62.1 

8a 97.8 95.7 97.8 95.7 

9b 88.2 76.7 87.0 75.6 

9a 88.0 76.1 80.1 69.7 

10b 96.1 87.0 89.8 81.2 

10a 86.8 80.7 78.7 73.1 

11b 94.2 90.6 86.4 83.1 

llA 92.7 87.7 88.6 83.8 

12b 98.0 92.3 95.4 90.0 

12a 95.5 91.3 93.2 89.1 

Results in Table XLVIII prove the necessity of clearly stating the 
basis upon which failures or promotions are figured. Without such 
a statement comparisons are valueless. 



78 



A Survey of a Public School System 



TABLE XLIX 

Percentage or Promotions by Subjects in the Bloomington High School 
AT THE Close of the First Semester, 1914-15 

Promotions Promotions Promotions Promotions 

Grade on Basis on Basis on Basis on Basis 

No. I No. 2 No. 3 No. 4 

English 90.7 82.2 84.3 76.4 

Latin 91.5 87.8 88.0 84.5 

German 86.7 79.6 84.7 77.8 

Mathematics 87.5 79.6 80.6 73.3 

History 92.2 85.2 86.3 79.7 

Commercial 92.5 80.4 88.7 77.1 

Physical Geography 94. 1 84. 2 94. 1 84. 2 

Physics 100.0 95.5 98.4 94.0 

Botany 86.4 76.0 77.3 68.0 



TABLE L 

Withdrawals from High School by Sex and Number of Credits at 
Time of Withdrawal 

The number of credits required to graduate is 32. The period covered began with the second 
semester, 1903-04, and closed with the second semester, 1914. 

Per Cent 
NiTMBER OF Credits at Time of Total 

OF Withdrawal Boys Girls Total Withdrawals 

1 4 5 1.0 

1 14 4 18 3.6 

2 10 12 22 4.5 

3 19 12 31 6.3 

4 27 28 55 11.1 

5 12 13 25 5.1 

6 9 16 25 5.1 

7 14 16 30 6.1 

8 17 29 46 9.3 

9 6 14 20 4.0 

10 5 11 16 3.2 

11 7 9 16 3.2 

12 8 12 20 4.0 

13 5 8 13 2.6 

14 9 10 19 3.8 

15 6 10 16 3.2 

16 10 11 21 4.2 

17 9 ' 4 13 2.6 

18 1 8 9 1.8 

19 5 6 11 2.2 

20 1 6 7 1.4 

21 4 3 7 1.4 

22 7 6 13 2.6 

23 2 2 .4 

24 5 6 11 2.2 

25 2 1 3 .6 

26 1 2 3 .6 

27 2 3 5 1.0 

28 4 4 .8 

29 2 2 .4 

30 2 3 5 1.0 

31 1 "0 1 .2 

Total 223 271 __ 494 99.5 



Census, Enrollment, Promotions, Failures, Withdrawals 79 



TABLE LI — Number Withdrawing as a Result of Removal from City 
(Based on Table L) 

Number of Credits Number of Credits 



AT Time 


OF 






AT 


Time 


OF 






Withdrawal 


Boys 


Girls 


Withdrawal 


Boys 


Girls 













7 




2 


1 


1 










8 




1 


5 


2 










9 






1 


3 










10 






6 


4 




4 


2 




11 




1 


2 


5 










12 




1 




6 




1 






13 




1 





TABLE LII — Withdrawals from High School According to Age Since 
the Year 1904-05 

In many cases age records were not available. 

Age at Time of Withdrawal Boys Girls Total 

14 3 6 9 

15 18 15 33 

16 25 28 53 

17 44 48 92 

18 25 27 52 

19 16 27 43 

20 11 13 24 

21 1 1 2 

22 4 1 5 

23 1 1 2 

24 1 1 

Total 149 167 316 



TABLE LIII — Withdrawals from Bloomington High School by 
Semesters. All Withdrawals for any Cause Whatever 



Year 



1909-1910. 
1910-1911. 



1911-1912. 



Semester 



1903-1904 \'^^;^^^- 

^90^1905 jljjt^d- 

1905-1906 l^^^^^- 

1906-1907 l^^^^^- 

1907-1908 jlj^/^^^d 

1908-1909 Ili^/^^^d" 

First. . . 
Second . 
First... 
Second . 
First. . . 
Second . 

1912-1913 \ll';^,^[ 



1913-1914. 



First. . . 
Second . 



Withdrawals 


Withdrawals 


DJ Semester 


IN Year 


3 




9 


12 


10 




23 


33 


12 




37 


49 


10 




28 


38 


17 




17 


34 


18 




29 


47 


22 




34 


56 


18 




29 


47 


15 




42 


57 


23 




36 


59 


12 




39 


51 



8o A Survey of a Public School System 

Of the total number of withdrawals from high school the largest 
per cent, ii.i, withdrew with only four credits completed. The 
second largest per cent, 9.3, withdrew with only eight credits com- 
pleted; 6.3 per cent withdrew with three credits; 6.1 per cent with 
seven credits; 5.1 per cent with five credits; 5.1 per cent with six 
credits. Comparatively few withdrew after the completion of 
sixteen credits or the equivalent of two complete years of school 
work. 52.1 per cent withdrew before completing more than eight 
credits or the equivalent of the first year's work. 28.2 per cent 
more withdrew before completing more than the equivalent of two 
complete years of work. 14.6 per cent more withdrew before com- 
pleting more than three years of work. 4.6 per cent more withdrew 
before completing the full four years' course. 

As a result of the discovery of the above condition arrangements 
have been made to devote thirty minutes each day the first thing 
after school begins in the morning to individual consultation. Each 
teacher is free at that period to give help to those that seek her help 
or to those that she thinks need her help. 

An additional forty-five minute period each day is devoted by the 
teacher appointed as adviser to the girls in the high school, in an 
effort to find out and supply the needs of the girls particularly in 
the first and second years. It is hoped that these provisions may 
have some effect in reducing the mortality in the early period of 
the high school course. 

Of all the withdrawals from high school during the ten-year period 
from 1903-04, 21.6 per cent were doing less than passing work in 
one or more subjects; 78.4 per cent were doing passing work in all 
subjects at the time of withdrawal. Of the boys that withdrew, 
27.4 per cent were doing less than passing work in one or more sub- 
jects, while 72.6 per cent were doing passing work in all subjects. 
Of the girls that withdrew 17.1 per cent were doing less than passing 
work at the time of withdrawal, while 82.9 per cent were doing pass- 
ing work in all subjects. 

Causes of Children Leaving School without Gradua- 
tion AND Their Employment After Leaving 

A study by Belvia Cuzzort, a graduate student of Indiana University 

The study included 187 pupils, the number whose homes were 
finally located in Bloomington and concerning whom information 
was received either from the pupils themselves or from their parents. 



Census, Enrollment, Promotions, Failures, Withdrawals 8i 

These 187 were all that could be located out of over 500 who had 
dropped out of the Bloomington schools during the years 1906 and 
1907 to 1910-11, inclusive, and who had withdrawn from the 
common school after reaching the fifth grade, but before graduation, 
or had withdrawn from high school before graduation. These 187 
pupils were classified according to age, sex, and progress in school at 
the time of withdrawal. 

Table LIV is a summary of the classification as to sex, grade, and 
age: 

TABLE LIV 
Sex 







School 












Girls 


] 


Boys 


Common School . 
















40 






61 


High School 
Common Scl 


















43 






43 


iiool anH Hi^h School . . . 










83 




104 








Grade 


Distribution 












Grade Girls 


Boys 


Total 




Grade 


Girls 


Boys 


Total 


5 


9 


- 7 




16 






9 




18 




16 


34 


6 


8 


17 




25 






10 




16 




17 


33 


7 


13 


21 




34 






11 




8 




6 


14 


8 


10 


16 




26 


Age 




12 




1 




4 


5 






















Common School 


Age 


Common School 




High School 




AND High 


School 




Girls 


Total 


Boys 


Girls 


Total 


Boys 




Girls Total Boys 


12 


3 


4 


1 

















3 


4 


1 


13 


6 


13 


7 

















6 


13 


7 


14 


13 


31 


18 




1 


6 




5 




14 


37 


23 


15 


10 


24 


14 




7 


9 




2 




17 


33 


16 


16 


4 


19 


15 




10 


23 




13 




14 


42 


28 


17. ..... . 


3 


5 


2 




12 


21 




9 




15 


26 


11 


18 





2 


2 




7 


13 




6 




7 


15 


8 


19 













3 


8 




5 




3 


8 


5 


20 













1 


3 




2 




1 


3 


2 



The following table shows the relation between withdrawal from 
school and the school training of the parents and should be read as 
follows: Of those pupils who withdrew from school in the fifth grade 
there were 14 mothers, 21.42 per cent of whom left school after 
completing the common school and 78.6 per cent before completing 
the common school course. 



82 



A Survey of a Public School System 



Grade of Pupils 

AX Time of 
Leaving School 



TOTAXS. 



10. 



11. 



12. 



ToTAXS. 



Final 
Totals . 



TABLE LV 
School Training of Parents 



Total Cases of 
Parents 

Mother 14 
Father 14 
Both 14 

Mother 23 
Father 21 
Both 21 

Mother 32 
Father 31 
Both 31 

Mother 23 
Father 22 
Both 22 

Mother 92 
Father 88 
Both 88 

Mother 32 
Father 34 
Both 32 

Mother 32 
Father 32 
Both 32 

Mother 13 
Father 13 
Both 13 

Mother 5 
Father 5 
Both 5 

Mother 82 
Father 84 
Both 82 

Mother 174 
Father 172 
Both 170 



COMMON SCHOOL TRAINING 



Per Cent 

Completing the 

Course 

21.42 
14.3 

7 

13 
9.5 

4.8 

31 

22.9 

19 

30.4 
13.6 
13,6 

25 
17 
12.5 

47.5 

41 

37.5 

61.2 

59 

50 

61.5 

54 
46 

60 
40 
40 

56 

52.4 

43.9 

39.7 
24 

27.3 



Per Cent 

not Completing 

the Course 

78.6 
85.7 
64 

87 

90.5 

76 

68.8 
87.1 
48.4 



69.6 
83.4 
68 

75 
83 
62.5 

32.5 
38.9 
47.5 

38.8 
40.6 

28 

38.5 

46 

30.8 

40 
60 

36.4 

46.9 
47.6 
35.4 

60.4 
65.7 
48.9 



Seven and five-tenths per cent of the mothers and 9.3 per cent of the fathers 
had some school training beyond the common school. 



Grade of 
Pupils at 
Time of 
Leaving 
School 



HIGH SCHOOL 



COLLEGE TRAINING 



Total Cases 
OF Parents 



Mother 14 

Father 14 

Both 14 

Mother 23 

Father 21 

Both 21 



Per Cen"^ 
Completing 
the Course 



Per Cent 

In H. S. 

but not 

Graduating 



Per Cent 
Completing 
THE Course 



Per Cent 
In College 

but not 
Graduating 



Census, Enrollment, Promotions, Failures, Withdrawals 83 



TABLE LV (Continued) 



7 


Mother 
Father 
Both 


32 
31 
31 


3.12 
3.12 
3.03 




8 


Mother 
Father 
Both 


23 
22 
22 


4.35 


13 


Totals. 


Mother 
Father 
Both 


92 

88 
88 • 


2.06 
1.13 
1.11 


3.1 


9 


Mother 

Father 

Both 


32 
34 
32 




6.3 
8.8 


10 


Mother 
Father 
Both 


32 
32 
32 




9.4 
12.5 


11 


Mother 
Father 
Both 


13 
13 
13 




7.8 
3.1 


12 


Mother 
Father 
Both 


5 
5 
5 






Totals. 


Mother 
Father 
Both 


82 
84 
82 




7.3 
13.1 


Final 
Totals. 


Mother 174 
Father 172 
Both 170 


1.15 
.58 
.58 


5.18 
6.4 



3.12 



1.13 



3.12 



1.19 



1.16 



3.12 



3.12 
3.12 



7.8 
20 



3.7 
2.4 

1.72 
1.16 



Summary of Table LV^ 

1. Whatever the degree of school advancement of the pupil leaving school, 
a greater per cent of mothers have completed the common-school course than of 
fathers, i.e., 40 per cent of the mothers and 34 per cent of the fathers have com- 
pleted the common-school course. 

2. If the pupils continue in school until the high school is reached, dropping 
out during the high-school course, 56 per cent of the mothers and 52 per cent 
of the fathers have completed the common-school course. In other words, twice 
as many mothers and three times as many fathers have completed a common- 
school course as when the pupils drc^ out of school in the grades, suggesting 
that the school training of the father is more influential than that of the mother. 

3. Thirty and four-tenths per cent of the mothers and 13.64 per cent of the 
fathers completed the common-school course when pupils dropped out of school 
from Grade 8, and 47.5 per cent of the mothers and 41.4 per cent of the fathers 
completed the common-school course where the pupils dropped out of school 
from the high school. This is suggestive of the influence of the school training 
of the parents on the length of time which the pupil remains in high school. 

4. Only 7.5 per cent of the mothers and 9.3 per cent of the fathers had sorne 
training beyond the common schools. Most of this school training consisted in 
partially completing a high-school course. 

It therefore appears that the school training of the parent, especially 
the school training of the father, is important in causing the pupil to 
withdraw from school. As more of the parents have completed the 
common-school course there is a tendency for the pupils to be higher 



84 



A Survey of a Public School System 



advanced in the high-school course at the time of withdrawal. It 
also happens that few parents whose children withdraw from school 
without graduation have any school training beyond the common 
schools. This is especially true where pupils withdrew during the 
common-school course. 

The occupation of the father as a factor in the withdrawal of pupils 
from school is indicated in Table LVI. The table shows three classes: 
(i) those who had a regular vocation, including business owner, 
farmer, and professional man; (2) those who had regular employment, 
including both the skilled and unskilled laborer; (3) those who had 
irregular employment, i.e., those who worked at job work and were 
not fortunate enough to find regular employment. 



TABLE LVI 
Occupation of Father and Sex and Age of Elimination of Children 

Regular Regular Irregular 

Age Cases Vocation Employment Employment 

12 Girls 1 100 

Boys 
Both 

13 Girls 2 100 

Boys 5 40 40 20 

Both 7 28.55 28.55 42.90 

14 Girls 8 25 37.5 37.5 

Boys 5 26.66 13.34 66 

Both 13 26.09 21.74 52.17 

15 Girls 12 16.67 50.00 33.33 

Boys 10 10 70.00 20.00 

Both 22 13.64 59.09 27.27 

16 Girls 9 44.44 14.11 44.44 

Boys 27 29.63 22.22 48.15 

Both 36 33.33 19.44 47.22 

17 Girls 15 26.67 53.33 20.00 

Boys 5 80.00 20 

Both 20 40 40 20 

18 Girls 6 50 33.33 16.67 

Boys 7 42.86 28.57 28.57 

Both 13 46.54 30.77 22.69 

19 Girls 5 60 40 

Boys 2 100 

Both 7 71.43 28.57 

20 Girls 1 100 

Boys 2 100 

Both 3 100 

Total Girls 59 32.2 40.68 27.12 

Boys 63 35.66 26.03 38.36 

Both 122 54.04 52.58 33.38 

Table LVI should be interpreted as follows: Of the fathers of the 
8 girls who withdrew from school at the age of fourteen 25 per cent 



Census, Enrollment, Promotions, Failures, Withdrawals 85 

had a regular vocation, 37.5 per cent had regular employment and 
37.5 had irregular employment. 

This table gives the per cent of fathers in each group of occupation 
for the different ages of withdrawal. It is evident that there is a 
rather definite correlation between the regular vocation of the fathers 
and continuation in school. That is to say, a greater per cent of 
the fathers of pupils who remain in school until they are sixteen 
years or more of age have regular vocations. There is no sex differ- 
ences in regard to the correlation of the father's occupation and the 
age of the pupil at the time of withdrawal from school. On the 
whole, the table shows that more of the fathers have either regular 
or irregular employment than have regular vocations, if the pupils 
withdraw before the sixteenth year, and that a greater per cent of 
the fathers have regular vocations if the pupil remains in school 
until he is sixteen years old or more. 



TABLE LVII 
Effect of Retardation on Withdrawal 

The ages here considered as normal are 6 and 7 for first grade, 7 and 8 for second, etc. 
Total Number of Normals, Accelerates, and Retards by Years 

Common High Common and 

School School High School 

Normals Girls 1 6 7 

Boys 1 5 6 

Both 2 11 13 

Accelerates. . . . Girls 

Boys 1 1 

Both 1 1 

Retards Girls 38 35 73 

Boys 57 37 94 

Total 95 72 167 

Totals Girls 39 41 80 

Boys 59 42 101 

Both 98 83 181 



Per Cent of Normals, Accelerates, and Retards by Years 

Common High Common and 

School School High Schogi, 

Normals Girls 2.56 14.64 8.75 

Boys 1.695 11.9 5.94 

Both 2.04 13.2 7.17 

Accelerates. . . . Girls 

Boys 1.695 .99 

Both 1.02 .552 

Retards Girls 97.44 85.36 91.25 

Boys 96.61 88.1 93.07 

Both 96.94 86.8 92.28 



86 



A Survey of a Public School System 



Summary tables for total number of normals, accelerates, and 
retards by years show that 91.25 per cent of the girls and 93.07 per 
cent of the boys were retarded. The retardation for the pupils 
withdrawing from the common school is 10 per cent greater than for 
the pupils withdrawing from the high school. 

Following is a comparison of retardation of withdrawals with re- 
tardation of all pupils in the system. 



Central Tendency of Retardation of 101 Pupils Withdrawing and 
OF 3067 Records of the Pupils in the System 



101 pupils withdrawing. 
(Grades 5 to 8 inclusive) 



3067 records of the sys- 
tem 

(Grades 5 to 8 inclusive) 





Median 


Mean 
Variation 


Mode 


Girls. . . . 
Boys. . . . 
Both... . 


2.375 
3 

2.7 


.956 
1.0 
1.43 


12 retarded 3 years 
16 retarded 4 years 
26 retarded 4 years 


Girls. . . . 
Boys. ... 
Both 


1.2 

1.34 

1.26 


.91 
.96 
.95 


410 retarded 1 year 
381 retarded 1 year 
791 retarded 1 year 



The proportion of retardation for the group that withdrew is 
nearly twice as great as for the system as a whole: 64 per cent of 
the loi pupils were retarded three years or more as against 28.8 per 
cent of the pupils for the system taken as a whole. This means that 
if a pupil is retarded three years or more, the chances for his with- 
drawal are two and one-eighth times as great as the chances for the 
average pupil in the school. These tables also indicate that pupils 
retarded three years or more do not enter the high school. One year 
of retardation does not seem to be very influential in causing pupils 
to withdraw from school. 



TABLE LVIII 

Table Showing the Per Cent of Pupils Leaving School from Four 
Causes, 178 Cases 

Per Cent of Pupils 
Causes of Withdrawal Withdrawing 

Girls Boys 

Did not like school 30. 5 34 

lU health 36 18 

Desire to become self-supporting 10.3 23 

Need for helping the family 8 18.84 

Per cent of total number leaving from one or 

more of these causes 91 . 82 73 . 5 



Census, Enrollment, Promotions, Failures, Withdrawals 87 

TABLE LIX 

Occupation of Boys During the First and Second Years after 
Leaving School 

Per Cent in Occu- 
pations WHICH 
MIGHT Lead to 
Skilled Labor 
Per Cent in but in 



Grade Cases 


Occupat ons these 
WHICH Lead Instances 
Per Cent Directly no such 
Learning to Skilled Provision 
a Trade Labor is made 


Per Cent 

DOING 

Common 
Labor 


Per Cent 

Doing 
Odd Jobs 
or Un- 
employed 


Per Cent 

Unclassi- 
fied 


5 


7 
7 


Yr. 1 14.3 
Yr. 2 14.3 






71.3 

57 


14.3 
24.6 




6 


17 
17 


Yr. 1 

Yr. 2 


11.8 
23.6 


29.4 
23.6 


35.3 
41.3 


23.6 
11.8 




7 


21 
19 


Yr. 1 

Yr. 2 5.3 


4.8 
10.5 


24 
30.5 


57 
47.3 


14.3 

5.3 




8 


16 
15 


Yr. 1 12.5 
Yr. 2 13.3 


18.75 
46.6 


12.5 


43.75 
2,3.3, 


12.5 
6.7 




Average 
for four 
grades . . 


61 

58 


Yr. 1 4.92 
Yr. 2 6.9 


9.84 
22 


19.7 
17 


49.3 
42.6 


16.4 
10.4 




9 




Yr. 1 12.5 
Yr. 2 18.75 


12.5 


43.75 
31.25 


37.5 
31.25 




6.25 
6.25 


10 




Yr. 1 14.3 
Yr. 2 23 


21.4 
44 


7.1 

7.7 


43 


7.1 

7.7 


7.1 
14.4 


11 




Yr 1 20 
Yr. 2 20 




40 


40 
40 




40 


12 




Yr. 1 25 
Yr. 2 25 




50 
50 


25 


25 




Average 
for High 
School . . 




Yr. 1 15.4 
Yr. 2 21 


7.7 
21 


30.8 
21 


36 
21 


5.1 
2.6 


5.1 
13 



Table LIX should read as follows: of the 19 cases of boys who 
withdrew from school in the seventh grade 5.3 per cent during their 
second year out of school were learning a trade, 10.5 per cent were 
in occupations which led directly to skilled labor, etc. 



Summary of Table LIX 

1. A greater per cent of the boys were employed in doing common labor than 
in any other kind of work. This is true whether the pupils withdrew from the 
common school or the high school. The per cent doing common labor is less 
in the second year after withdrawal than in the first. 

2. Three times as many boys are employed in learning a trade if they with- 
drew from the high school than if they withdrew before completing the common- 
school course. From this table it appears that 83 per cent of the boys leaving 
the common school and 72 per cent of the boys leaving high school did work that 
offered little opportunity for promotion. In the second year after withdrawal the 
number thus employed was 70 per cent in case of withdrawal from grades and 
44.6 per cent in case of withdrawal from high school. That indicates that there 
is an advantage so far as the kind of employment is concerned in completing the 
common school and doing high-school work. 



88 A Survey of a Public School System 

Of the boys 8i.i per cent who withdrew from the common school 
received $5 or less per week during the first year after leaving school, 
and 58.2 per cent of the boys received this amount during the second 
year. In case of withdrawal from the high school $60.9 per cent of 
the boys received $5 or less per week during the first year after with- 
drawal, and 38 per cent received this amount in the second year after 
leaving. This would indicate that there is a relationship between the 
degree of school advancement and the salary received after leaving 
school. 

TABLE LX 

Occupation of Girts During the First and Second Years after 
Leaving School 
Per Cent 



Grades 




Cases 


not 

EifPLOYED Per Cent 
Other Doing 
than in Domestic 

THE Home Work 


Per 

Cent 
Clerk- 
ing 


Per Cent Per Ceni 
Working Doing 
in Office 
Factory Work 


Per Cent 
; Working 
IN Tele- 
phone 
Exchange 


Per Cent 
Sewing or 
Learning 
Millinery 
Trade 


5 


7 


Yr. 1 


28.5 


28.5 




28.5 






14.3 




6 


Yr. 2 


16.6 






50 






33.33 


6 


7 


Yr. 1 


42.4 






28.5 




14.3 


14.3 




7 


Yr. 2 


42.4 


14.3 




28.5 






14.3 


7 


13 


Yr. 1 


77 




7.7 


7.7 




7.7 






11 


Yr. 2 


73.6 


18 








9 




8 


10 


Yr. 1 


10 


30 


20 




20 


10 


10 




10 


Yr. 2 


10 


10 


20 


20 


20 


10 


10 


Average 
for four 




















grades. . 


37 


Yr. 1 


43.2 


13.5 


8 


13.5 


5.4 


8 


8 




34 


Yr. 2 


40 


11.9 


6 


20.6 


6 


6 


3 


9 


18 


Yr. 1 


66.6 




5.55 




22.22 


5.55 






15 


Yr. 2 


53.33 




20 




6.7 


13.33 


6.7 


10 


12 


Yr. 1 


58.33 


8.33 


16.67 




8.33 


8.33 






12 


Yr. 2 


58.33 




16.67 




16.67 




8.33 


11 


8 


Yr. 1 


37.5 




37.5 




12.5 




12.5 




6 


Yr. 2 


33.33 




50 




16.67 






12 


1 



Yr. 1 

Yr. 2 






100 










Average 
forH.S. 


39 


Yr. 1 


51.3 


2.56 


19 




16.2 


5.13 






33 


Yr. 2 


51.4 




24 




12 


9 


3 



Four of the girls doing ofEce work were taking business courses at the same time. 



Summary of Table LX 

1. Forty-three and two-tenths per cent of the girls leaving the grades and 51.4 
per cent leaving the high school were not employed other than in the home during 
the first year after leaving. These per cents are about the same for the second year 
after withdrawal. 



Census, Enrollment, Promotions, Failures, Withdrawals 89 

2. No girls leaving the high school did work in a factory, while 13.5 per cent of 
the girls leaving the grades worked in a factory the first year after leaving and 
20 . 6 per cent the second year. 

3. A majority of the girls withdrawing from the high school were clerks or 
office girls in case they were employed outside the home. 

Comparison of the salaries of girls with the degree of advance- 
ment in the school course shows that a large per cent of the girls 
received no salary, i.e., they were not employed for wages, and that 
if receiving a salary there seemed to be a slight advantage so far as 
weekly salary is concerned if the withdrawal took place from the 
high school. 

For this table it would appear that for the girls who work outside 
the home those farther advanced in the school course get the more 
desirable positions. 

Repeaters 

One method of determining the value to a child of repetition of 
school work is to work out a comparison between the grade on repeti- 
tion and the grade made in the succeeding term's work. Of the 
eighty-seven graduates from the Bloomington high school forming the 
basis of Mr. Bruner's study ^ already referred to, twenty-five cases 
were found among nineteen pupils of repetition of a term's work 
from the fourth grade to the eighth inclusive. These twenty-five 
cases had done all of their school work in the Bloomington system. 
The following table gives the results of a study of these twenty-five 
cases. In the first column is given the number identifying the pupil 
whose record is studied. The numbers marked i\ 4^ indicate that 
the pupil failed a second time in his school course. The first group 
of columns, marked i, 2, 3, gives the averages of three successive 
terms' work, column i representing the failing grade; 2, the 
repeating grade; and 3, the grade made in the first term in ad- 
vance. The second group of three columns gives the grades of the 
particular subjects in which the pupils failed, the order of the grades 
being the same as for the preceding columns. 

For example, pupil 19 made an average of 69 in all of his work 
the first time the work was taken, 85 when work was repeated, and 
85 for the succeeding term's work. In reading, the grades were 63 for 
the first time over the work, 87 when work was repeated, and 87 for 
the succeeding term's work. In grammar the grades were 54 for the 
first time over the work, 81 when work was repeated, and 81 for 
the succeeding term's work. 

> See also pages 2ig and 239. 



QO A Survey of a Public School System 



TABLE LXI — Total Averages and Subject Averages 

Number of 

Pupils 1231 2 3 

19 69 85 85 63 87 87 

61 80 80 

67 85 85 

54 81 81 

8 72 87 76 60 88 73 

71 83 73 

66 88 X 

H. S. 

11 73 80 82 73 77 83 

73 83 83 

H. S. 

41 75 81 80 73 83 83 

73 78 78 

73 83 

H S 

81 76 88 79 ' 73 93 78 

73 78 78 

73 93 83 

73 88 X 

14 76 84 95 ' 73 S3 98 ' 

73 93 98 

73 83 X 

18 76 86 83 73 88 88 

151 78 81 85 73 78 83 

73 88 93 

11 80 87 89 73 83 83 

83 88 88 

15 80 87 87 69 84 80 

17 80 88 85 61 85 77 

68 83 80 

3 81 90 86 71 89 87 

4 81 84 75 73 83 73 

5 81 86 85 73 83 78 

73 83 . 78 

7 81 86 83 73 83 83 

73 83 84 

10 81 83 87 73 78 78 

13 81 87 90 73 88 93 

73 83 88 

16 81 88 88 76 89 82 

76 89 83 
31 82 80 85 77 78 83 

21 82 83 81 77 88 78 

77 88 80 
12 83 84 89 73 78 93 

2 83 85 82 73 83 77 

73 83 77 

1 83 90 81 71 88 78 

6 83 84 83 78 79 83 

9 85 86 82 78 83 88 

73 83 78 

78 78 78 



Census, Enrollment, Promotions, Failures, Withdrawals 91 
TABLE LXI (Conlinued) 





Deportment 




Grade at 




Age at 


First 


Second 


Third 


Time of 


Subjects 


Time of 


Term 


Term 


Term 


Failure 


Failed in 


Failure 


75 


85 


80 


5a 


Reading 
Arithmetic 
Geography 
Grammar 


11 


93.... : 


93 


.93 


8b 


Arithmetic 
History 
Physiology 


13 


78 


78 


88 


8 


Arithmetic 
Grammar 


16 


88 


88 


98 


8a 


Reading 
Arithmetic 
History 


14 


93..... 


93 




8a 


Reading 
Arithmetic 
Grammar 
History 


14 


93 


93 


93 


8a 


Arithmetic 
Grammar 
History 


15 


83 


83 


88 


8b 


History 


14 


.88 


88 


83 


8b 


Grammar 
History 




88 


88 




7a 


Arithmetic 
History 


13 


87 


93 


93 


7b 


Arithmetic 




88 


93 


93 


6a 


Arithmetic 
Geography 


13 


91 


89 


88 


4th yr. 


Arithmetic 


11 


98 


98 


93 


8b 


History 


13 


88 


88 


93 


7a 


History 
Physiology 


13 


73 


88 


83 


8b 


Arithmetic 
History 


12 


88 


88 




7a 


Arithmetic 


13 


88 


88 


88 


8b 


Grammar 
History 


13 


84 


87 


88 


6a 


Geography 
Arithmetic 




88 


88 


83 


8b 


History 


16 


78 


78 


88 


7b 


Arithmetic 
History 


12 


93 


93 


88 


7a 


History 


13 


78 


78 


78 


6a 


Arithmetic 
History 


11 


90 


91 


88 


4th yr. 


Arithmetic 


10 


93 


93 


88 


6a 


Arithmetic 


11 


93 


93 


93 


7a 


Writing 
Arithmetic 
History 


13 



92 A Survey of a Public School System 

Summary of Table LXI 

Average Scholarship Average Scholarship 

IN All Subjects in Subjects Failed in Deportment 

Succeed- Succeed- Succeed- 

Failing Repeating ing Failing Repeating ing Failing Repeating ing 

Term Term Term Term Term Term Term Term Term 

79 85 84 72 84 83 87 89 89 

Considering average scholarship in all subjects, the average gain 
per cent due to repeating a term's work over the average scholarship 
made the first term is 7.6. During the succeeding term not all of the 
gain is held but the grade is still 6.3 per cent higher. When just- 
failing grades are considered the difference is still greater. The 
per cent gained the second term over the first is 16.6, dropping in 
the third term to 15.3. 

Not only was there improvement in the subjects in which failures 
were made but improvement was made in subjects that were being 
repeated but in which passing grades were made the first time the 
work was taken. 

The average scholarship gain, all subjects considered, due to gain 
in subjects that pupils had failed in the first time was 3.3 per cent. 
The average gain due to gain in all subjects was 7.6 per cent, thus 
clearly showing that the subjects in which the pupils passed the first 
time were done better when they were repeated. Considering in- 
dividual cases the average scholarship was improved in nineteen 
cases, remained the same in one case, and became worse in five cases. 
The grades for the faiUng subjects were improved in forty-one cases, 
remained the same in three cases, and went lower in none. 

The following tables show distribution of school years, subjects 
and ages according to their toll of failures: 

TABLE LXII 

Frequency Table Showing Years in which Failures were made and 
THE Subjects in which the Failures Occurred 

Year of Cases of Failing Frequency of 

School Failure SirajECTS Failures 

4 2 Writing 1 

5 1 Physiology 2 

6 4 Reading 3 

7 7 Geography 3 

8 11 Grammar 6 

History 16 

Arithmetic 18 

TABLE LXIII 
Number of Putils Failing in Various Subjects 

One Subject Two Subjects Three Subjects Four Subjects 

9 9 5 2 



Census, Enrollment, Promotions, Failures, Withdrawals 93 



TABLE 


LXIV — Age-Frequency Table for 


Pupils 


WHO Failed 


Age 
10 
11 
12 
13 


Number of 

Pupils Age 

1 14 
4 15 

2 16 
9 




Number of 
Pupils 

3 
1 
2 



The above tables show that the number of failures occurred most 
in the eighth grade and least in the fifth. 

The subject that caused the most failures was arithmetic, with 
history running a close second. Eighteen failures occurred in arith- 
metic and sixteen in history. 

Of the twenty-five failures, nine failed in one subject, nine in 
two subjects, five in three subjects, and two in four subjects. 

The age-frequency table shows that of twenty-two pupils nine 
were thirteen years old, the others ranging from ten to sixteen. 

A further study of these faiUng pupils shows that fourteen of them 
failed a second time before they completed the high-school course 
and twenty-six did not fail any more. 

A more recent study of the effect of repetition of work covers all 
cases of repetition in all grades from the first to the eighth inclusive 
for the second semester of the school year 191 3-14. The table set- 
ting forth the results of this study follows: 



TABLE LXV — Comparison of Quality of Work Done by Repeaters During 
Second Time Work was Taken with the Quality of Work Done the First 
Time the Work was Taken. All White Children in First Eight Grades 











ALL SUBJECTS 














Number of Re- 


Number of Re- 












peaters Doing 


peaters Doing 


Number of Re- 










Better Work 


Same Quality of 


peaters Doing 






Number of 


Re- 


Second Time 


Work Second 


Poorer Work 






peaters Second 


than First 


Time as First 


Second Time 






Semester School 


Time Work 


Time Work 


than First Time 




Gr.\de 


Year 191 3 


-14 


WAS Taken 


was Taken 


Work was Taken 


iB. 




111 




82 


24 


5 


lA. 




23 




16 


7 




2b. 




33 




24 


8 


1 


2a. 




13 




7 


5 


1 


3b. 




65 




29 


31 


5 


3a. 




44 




32 


11 


1 


4b. 




124 




77 


33 


14 


4a. 




88 




53 


29 


6 


5b. 




45 




20 


19 


6 


5a. 




46 




34 


8 


4 


6b. 




42 




26 


13 


3 


6a. 




14 




5 


6 


3 


7b. 




36 




20 


14 


2 


7a. 




45 




28 


16 


1 


8b. 




32 
21 




.16 

12 


15 

7 


1 


8a. 




2 


Total 


782 




481 


246 


55 


Percent... 


100 




61.5 


31.4 


7 



94 



A Survey of a Public School System 



TABLE LXVI — Comparison of Quality of Work Done by Repeaters Dur- 
ing THE Second Time Work was Taken with the Quality of Work Done 
THE First Time the Work was Taken. All Pupils in First Eight Grades 
OF School for White Children 

Subject — SPELLING 





Grade 


Number of Re- 
peaters Second 
Semester 
School Year 
J913-14 


Number of Re- 
peaters Doing 
Better Work 
Second Time 
THAN First 
Time Work 
WAS Taken 


Number of Re- 
peaters Doing 
Same Quality 

OF Work 

Second Time as 

First Time 

Work was 

Taken 


Number of Re- 
peaters Doing 
Poorer Work 
Second Time 
THAN First 
Time Work 
WAS Taken 


iB. 




30 


25 




4 


1 


lA. 




7 


5 




2 




2b. 




9 


8 




1 




2a. 




4 


2 




2 




3b. 




12 


7 




4 


1 


3a. 




8 


7 




1 




4b. 




18 


11 




5 


2 


4a. 




13 


7 




5 


1 


5b. 




6 


2 




3 


1 


5a. 




7 


5 




2 




6b. 




6 


5 




1 




6a. 




2 


1 




1 




7b. 




5 


1 




4 




7a. 




8 


5 




3 




8b. 




6 


1 




5 




8a. 




4 







4 




Total 


145 


92 




47 


6 


Per Cent. . . . 


100 


63. 


4 


32.4 


4.1 



TABLE LXVII — Comparison of Quality of Work Done by Repeaters 
During Second Time Work was Taken with the Quality of Work Done 
the First Time the Work was Taken. All Pupils in First Eight Grades 
OF Schools for White Children 

Subject — HISTORY 











Number of Re- 










Number of Re- 


peaters Doing 


Number of Re- 








peaters Doing 


Same Quality 


peaters Doing 






Number of Re- 


Better Work 


of Work 


Poorer Work 






peaters Second 


Second Time 


Second Time 


Second Time 






Semester 


THAN First 


as First 


than First 






School Year 


Time Work 


Time Work 


Time Work 




Grade 


1913-14 


WAS Taken 


was Taken 


was Taken 


iB. 












lA. 












2b. 












2a. 












3b. 




7 


2 


5 




3a. 




4 


3 


1 




4b. 




17 


9 


7 


1 


4a. 




13 


8 


4 


1 


5b. 




6 


2 


2 


2 


5a. 




7 


7 






6b. 




6 


6 






6a. 




2 






2 


7b. 




5 


5 






7a. 




8 


4 


4 




8b 




6 

4 


4 
3 


2 

1 




8a. 






Total 


85 


53 


26 


6 


Per Cent. . . . 


100 


62.4 


30.6 


7.1 



Census, EnroUmenl, Promotions, Failures, Withdrawals 95 



TABLE LXVIII — Comparison of Quality of Work Done by Repeaters 
During Second Time Work was Taken with the Quality of Work Done 
THE First Time the Work was Taken. All Pupils in the First Eight 
Grades of School for White Children 



Subject — ARITHMETIC 



Grade 
1b 
lA 
2^ 
2a 

3b 

3a 

4b 

4a 

5b 

5a 

6b 

6a 

7b 

7a 

8b 

8a 

Total . . . 
Per Cent. 



Number of Re- 
peaters Second 
semester 
School Year 
1913-14 



12 



18 

10 

6 

7 

6 

2 

5 

8 

7 

4 

93 

100 



Nu\rBER or Re- 
peaters Doing 
Better Work 
Second Time 
than First 
Time Work 
WAS Taken 



11 

6 
14 

8 

3 

7 

5 

1 

2 

5 

4 

3 
69 
74.2 



Number of Re- 
PE.^TERs Doing 
Same Quality 

OF Work 
Second Time 

as First 
Time Work 
WAS Taken 



Number of Re- 
PE.ATERs Doing 
Poorer Work 
Second Time 

THAN FiR.ST 

Time Work 
WAS Taken 



17 
18.3 



1 

1 
1 

7 
7.5 



TABLE LXIX — Comparison of Quality of Work Done by Repeaters 
Second Time Work was Taken with the Quality of Work Done the 
First Time the Work was Taken. All Pupils in the First Eight Gr.\des 
of Schools for White Children 

Subject— GEOGRAPHY 









Number < 


OF Re- 








Number of Re- 


PEATERS 


doing 


Number of Re- 






peaters Doing 


Same Quality 


peaters Doing 




Number of Re- 


Better Work 


OF W 


ORK 


Poorer Work 




peaters Second 


Second Time 


Second 


Time 


Second Time 




Semester 


THAN First 


AS First 


THAN First 




School Year 


Time Work 


Time Work 


Time Work 


Grade 


1913-14 


WAS Taken 


WAS Taken 


WAS Taken 


iB 












lA 












2b 












2a 












3b 












3a 












4b 


17' 


15 


2 






4a 


13 


13 








5b 


6 


5 






1 


5a 


7 


7 








6b 


5 


3 


1 




1 


6a 


2 


1 


1 






7b 


5 


2 


3 






7a 


4 


3 


1 




• 


8b 












8a 












Total 


59 


49 


8 




2 


Per Cent... 


100 


83.1 


13. 


5 


3.4 



96 



A Survey of a Public School System 



TABLE LXX — Comparison of Quality of Work Done by Repeaters Dur- 
ing Second Time Work was Taken with the Quality of Work Done the 
First Time the Work was Taken. All Pupils in the First Eight Grades 
of Schools for White Children 



Subject — LANGUAGE and GRAMMAR 



Grade 
1b 

1a 

2b 

2a 

3b 

3a 

4b 

4a 

5b 

5a 

6b 

6a 

7b 

7a 

8b 

8a 

Total . . . . 
Per Cent. . 



Number of Re- 
peaters Second 
Semester 
School Year 
IQ13-14 

2 

6 

1 

10 

8 
18 
13 

6 

7 

7 

2 

5 

9 

7 ' 

5 
106 
100 



Number of Re- 
peaters Doing 
Better Work 
Second Time 
THAN First 
Time Work 
WAS Taken 



5 



3 

5 
13 

5 

3 

3 

6 

1 

4 

5 

2 

3 
58 
54.7 



Number of Re- 
peaters Doing 
Same Quality 

of Work 

Second Time as 

First Time 

Work 
was Taken 

2 

1 

1 

6 

3 

3 

8 

3 

2 

1 

1 

1 

4 

5 

1 
42 
39.6 



Number of Re- 
peaters Doing 
Poorer Work 
Second Time 
THAN First 
Time Work 
WAS Taken 



1 

6 

5.7 



TABLE LXXI — Comparison of Quality of Work Done by Repeaters Dur- 
ing Second Time Work was Taken with the Quality of Work Done the 
First Time the Work was Taken. All Pupils in the First Eight Grades 
in Schools for White Children 

Subject — WRITING 













Number of Re- 










Number 


of Re- 


peaters Doing 


Number of Re- 








peaters 


doing 


Same Quality 


peaters Doing 






Number of Re- 


Better 


Work 


OF Work 


Poorer Work 






peaters Second 


Second Time 


Second Time 


Second Time 






Semester 


THAN First 


as First 


THAN First 






School Year 


Time Work 


Time Work 


Time Work 




Grade 


1913-14 


was Taken 


WAS Taken 


WAS Taken 


iB. 




42 


25 




14 


3 


lA. 




7 


5 




2 




2b. 




9 


3 




6 




2a. 




4 


2 




r 


1 


3b. 




12 


2 




10 




3a. 




8 


4 




3 


1 


4b. 




18 


7 




10 


1 


4a. 




13 


5 




7 


1 


5b. 




9 


3 




6 




5a. 




4 


1 




2 


1 


6b. 




6 






5 


1 


6a. 




2 


1 




1 




7b, 




5 






4 


1 


Total 


139 


58 




71 


10 


Per Cent . . . 


100 


41. 


7 


51.1 


7.1 



Census, Enrollment, Promotions, Failures, Withdrawals 97 



TABLE LXXII 

Comparison of Quality of Work Done by Repeaters During Second Time 
Work was Taken with the Quality of Work Done the First Time the 
Work was Taken. All Pupils in First Eight Grades of Schools for 
White Children 

Subject — READING 



Grade 


Number of Re- 
peaters Second 
Semester 
School Year 
1913-14 


Number of Re- 
peaters Doing 
Better Work 

Second Time 
THAN First 
Time Work 
WAS Taken 


Number of Re- 
peaters Doing 
Same Quality 

OF Work 
Second Time 

AS First 
Time Work 
WAS Taken 


Number of Re- 
peaters Doing 
Poorer Work 
Second Time 
than First 
Time Work 
WAS Taken 


iB 


39 


32 


6 


1 


lA 


7 


6 


1 





2b 


9 


8 





1 


2a 


4 


3 


1 





3b 


12 


4 


5 


3 


3a 


8 


7 


1 





4b 


18 


8 


5 


5 


4a 


13 


7 


3 


3 


5b 


6 


2 


3 


1 


5a 


7 


4 


2 


1 


6b 


6 


1 


4 


1 


6a 


2 





1 


1 


7b 


6 


6 








7a 


8 


6 


1 


1 


8b 


6 

4 


5 
3 


1 
1 





8a 





Total 


155 


102 


35 


18 


Per Cent . . . 


100 


65.8 


22.6 


11.6 



The tables show that 38.4 per cent of the grades gi\cii repeaters 
during the second semester of the school year 19 13-14 were either 
no better or were poorer than the grades made by these same pupils 
the first time they took the work. If the grades given by the teachers 
are reliable measures of what pupils are doing, the conclusion is self- 
evident that as far as efficiency in subject matter is concerned there 
was a great waste of time in a large part of the repetition work. 
Especially is this waste noticeable in* the subjects of writing, with 
58.2 per cent of the grades no better than the grades of the first term, 
language and grammar with 45.3 per cent, history with 37.8 per 
cent, spelling with 36.5 per cent, reading 34.2 per cent. In geography 
and in arithmetic doing the work over seems to be of more benefit 
to the child than in other subjects. 

These conditions should be remedied either through the exercise 
of greater care in sentencing pupils to a repetition of the work or to 
such an organization that repeaters can get more individual attention 
than they now receive. 



98 A Survey of a Public School System 



The Benefit of Repetition 

Extracts from Paper by J. W. Holdeman, Principal of the Central 
School, 1914-15 

The purpose of this study is to determine the instances of "gain," 
"loss," or "neither gain nor loss" where pupils need to repeat their 
work. 

The pupils in this study include those enrolled in the Central School 
during the months of February and March, who some time in their 
course in the Bloomington schools were compelled to repeat. Since 
there was no grade above the fifth, this study will cover only the 
work done during the earlier period of the pupils' courses as students. 

In computing ages only years and months were counted. Less 
than a half month was ignored, while a half month or more was 
counted a full month. 

The "gain," "loss," and "neither gain nor loss" are computed 
(i) for all repetitions whether failures or not; (2) for all repetitions of 
failures, (a) total, (b) by subjects; (3) for all repetitions of passed 
work, (a) total, (b) by subjects. 

The subjects considered were those taught in the grades from 
first to fifth, inclusive, namely: arithmetic, spelling — designated 
phonics in the first and second grades — reading, language, history, 
geography, hygiene, and writing — a total of eight. 

The nunX)er of pupils included was eighty-seven. 

The computations are as follows: 

(1) Total Number of Repetitions 511 

With "gain" 347 or 67.9% 

With "loss" 22 or 4.3 

With "neither gain nor loss" 142 or 27.8 

Using a repetition with "neither gain nor loss" as a loss, which it really is, the 
loss becomes, 164 or 32 . 1 per cent. 

(2) Total Number of Failures Repeated 217 

With "gain" 186 or 85.7% 

With "loss" 2 or .9 

With "neither gain nor loss" 29 or 13.4 

Repetition of failures by subjects: 

(a) Arithmetic, total 31 

With "gain" 25 or 80.6% 

With "loss" lor 3.3 

With "neither gain nor loss" 5 or 16. 1 

(b) Spelling, total 58 

With "gain" 49 or 84.5% 

With "loss" or 

With "neither gain nor loss" 9 or 15.5 



Census, Enrollment, Promotions, Failures, Withdrawals 99 

(c) Reading, total 65 

With "gain" 57 or 87.7% 

With " loss " or 

With "neither gain nor loss" 8 or 12.3 

{d) Language or grammar, total 8 

With "gain" 8 or 100.0% 

With "loss" Oor 

With "neither gain nor loss" 

{e) History, total 5 

With "gain" 5 or 100. 0% 

With "loss" Oor 

With "neither gain nor loss" or 

(/) Geography, total 14 

With "gain" 13 or 93. 0% 

With "loss" Oor 

With "neither gain nor loss" 1 or 7 

(g) Hygiene, total 

{h) Writing, total 36 

With "gain" 29 or 80.6% 

With "loss" lor 2.8 

With "neither gain nor loss" 6 or 16.6 

(3) Total Number of Repetitions in Non-Failing Work 294 

With "gain" 160 or 54.4% 

With "loss" 21 or 7.2 

With "neither gain nor loss" 113 or 38.4 

Repetitions of non-failures by subjects 

(o) Arithmetic, total 8 

With "gain" 8 or 100 % 

ib) Spelling, total 67 

With "gain" 36 or 53.7% 

With " loss " 4 or 6 

With "neither gain nor loss" 27 or 40.3 

(c) Reading, total 62 

With "gain" 34 or 54.8% 

With "loss" 5 or 8.1 

With "neither gain nor loss" 23 or 37 . 1 

{d) Grammar, total 30 

With "gain" 17 or 56.7% 

With "loss" 2 or 6.7 

With "neither gain nor loss" 11 or 36.7 

{e) History, total 17 

With "gain" 8 or 47.7% 

With "loss" 2 or 11.8 

With " neither gain nor loss " 7 or 41.2 

(/) Geography, total 4 

With "gain " 4 or 100.0% 



loo A Survey of a Public School System 

(g) Hygiene, total 16 

With "gain" 8 or 50.0% 

With "loss" 2 or 12.5 

With "neither gain nor loss" 6 or 37.5 

(h) Writing, total 90 

With "gain" 45 or 50.0% 

With "loss" ■ 6 or 6.7 

With "neither gain nor loss" 39 or 43 . 3 

From (2) it will be noticed that 85.7 per cent of the failures were 
repeated with "gain." In only one case was a failure repeated with 
distinct loss; so one must conclude that, if a pupil's scholarship is 
very low in a subject, his knowledge will be strengthened sufficiently, 
other things being equal, to justify his repeating the subject. 

The repetition is justified even further when we remember that 
68 per cent of all repetitions are made with increase and that 54.4 
per cent of the passing grades are benefited. 

There may be elements of waste in the present plan that need to 
be considered, but, from the side of scholarship alone, the repetitions 
seem to be justified. 

The following table is taken from the study by A. C. Burgin, which 
deals with the records of all children entering the grades in any classes 
beginning September, 1900, January, 1901, September, 1901, January, 
1902, September, 1902, January, 1903, September, 1903, and January, 
1904, and graduating June, 1908, January, 1909, June, 1909, 
January, 1910, June, 1910, January, 191 1, June, 191 1, January, 191 2. 
All children entering these classes, regardless of the year of entering 
and of the grade entered, make up the cases serving as a basis for 
this table. 

TABLE LXXIII 
Repeaters 

Taken from study worked out by A. C. Burgin, graduate student in Indiana University. 











Years 


OF 


Repetition 






















• s 




I 




IS 




2. 






2.S 






3 




Grades 


B 


G 


B 


G 


B 


G 


B 




G 


B 




G 


B 




G 


1 


21 


23 


42 


37 


9 


4 


7 




3 


1 







1 




1 


2 


31 


22 


19 


15 


2 


3 


1 


















3 


66 


30 


18 


13 


2 


2 


1 




1 














4 


57 


44 


20 


10 


5 


3 


1 




1 














5 


42 


36 


15 


10 





1 




















6 


28 


31 


8 


5 


3 


2 







1 


1 












7 


52 


48 


23 


21 


7 


5 


1 




2 














8 


27 


36 


5 


7 


1 





















1 








324 


270 


150 


118 


29 


20 


11 




8 


2 







2 




1 


Total 


594 


268 




49 




19 






2 






3 




Per Cents 




65 




27 




5 




2 






.2 






.3 





Census, Enrollment, Promotions, Failures, Withdrawals loi 

Table LXXIII reads as follows: In grade 1,21 boys and 23 girls 
repeated .5 of a year, 42 boys and 37 girls repeated one full year 
each, etc. 

It will be seen that the greatest range of repetition in point of 
length of repetition comes in the first and eighth grades; the shortest 
range in the fifth grade. Reducing the periods of repetition to semes- 
ters, or half years, we find that 21.7 per cent of repetition occurred in 
the first grade; 10.2 per cent in the second grade; 12.9 per cent 
in the third grade; 14.1 per cent in the fourth grade; 9.5 per cent in 
the fifth grade; 7.9 per cent in the sixth grade; 17.2 per cent in the 
seventh grade; and 6.5 per cent in the eighth grade. It may be seen 
at a glance that the first and seventh grades are by far the most pro- 
lific in promoting repetition. 



TABLE LXXIV — Repeaters During Second Semester, School Year, 
1913-14, BY Age, Grade, and Sex 







Per Cent 












OF All 












Repeaters 


Age at 


Number of 


Per Cent of 




Number of 


IN Each 


Time of 


Repeaters 


Repeaters 


Grade 


Repeaters 


Grade 


Repetition 


of Each Age 


OF Each Age 


IB 


89 


25.6 


5 


4 


1.1 


lA 


13 


3.4 


6 


46 


13.2 


2b 


19 


5.5 


7 


50 


14.4 


2a 


7 


2.0 


8 


20 


5.7 


3b 


35 


10.1 


9 


41 


11.8 


3a 


16 


4.6 


10 


48 


13.8 


4b 


42 


12.1 


11 


25 


7.2 


4a 


26 


7.5 


12 


28 


8.0 


5b 


15 


4.3 


13 


51 


14.7 


Sa 


14 


4.0 


14 


18 


5.2 


6b 


14 


4.0 


15 


14 


4.0 


6a 


5 


1.4 


16 


3 


.9 


7b 


12 


3.4 








7a 


21 


6.0 








8b 


20 


5.7 








8a 













Totals . 



348 



Total boys repeating 

Per cent of repeaters that were boys. 

Total girls repeating 

Per cent of repeaters that were girls. 



348 

228 

65.5 
120 

34.5 



It is clear from Table LXXIV that grades ib, 3B, 43 need special 
attention since they are taking the largest toll in failures. 

Ages 6, 9, 10, and 13 are drawing more than their share of the 
failures. 

The boys are far more liable to failure than the girls and should 
therefore receive special attention. 

Grades 6a, 2A, 7B, ia, 5A, and 6b have the fewest failures. 



I02 A Survey of a Public School System 



TABLE LXXV 

School Subjects as They Contributed to Repetition: Accumulative Dis- 
tribution IN Numbers of the Part Played by the Defferent Subjects 
in Contributing to Retardation Without Regard to what Combina- 
tions with other Subjects Existed 

Individuals 

Subject Boys Girls Totals 

Reading 116 76 192 

Arithmetic 232 188 420 

Writing 39 7 46 

History 128 113 241 

Grammar 173 122 295 

Geography 112 92 204 

SpeUing 1C8 35 143 

Physiology 26 14 40 

Music 66 15 81 

Drawing 22 5 27 

Industrial Training 1 1 2 

Retardation depends somewhat also on the changing character of 
the population. Pupils entering the system for the first time are 
handicapped in their work and do not always immediately adjust 
themselves satisfactorily to the requirements of the new conditions. 

As the result of an examination of 1463 children entering any of 
the classes beginning September, 1900, January, 1901, September, 
1901, January, 1902, September, 1902, January, 1903, September, 
1903, January, 1904, and graduating June, 1908, January, 1909, June, 
1909, January, 1910, June, 1910, January, 1911, June, 1911, and Janu- 
ary, 191 2, Mr. Burgin found that only forty-five — twenty-one boys 
and twenty-four girls — did the work of the entire eight grades in the 
Bloomington schools. In his complete study Mr. Burgin considered 
every child that had entered any of the above classes regardless of 
the year of entering and of the grade entered. 

The following statement shows the percentage of the total group 
that did work in each grade. 

Per Cent Per Cent 

1 40 5 42 

2 35 6 36 

3 44 7 30 

4 51 8 21 

Table LXXVI shows the wide range of records as regards time 
spent in the Bloomington schools. 



Census, Enrollment, Promotions, Failures, Withdrawals 103 

TABLE LXXVI 
Range of Records 

Number of Number of Individuals 

Years in 

System Boys Girls Totals 

.5 64 64 128 

1 135 78 213 

1.5 74 50 124 

2 69 53 122 

2.5 45 49 94 

3 56 40 96 

3.5 24 36 60 

4 69 95 164 

4,.5 25 38 63 

5 55 34 89 

5.5 28 27 55 

6 32 31 63 

6.5 19 22 41 

7 .26 16 42 

7.5 20 15 35 

8 17 19 36 

8.5 8 2 10 

9 10 10 20 

9.5 3 1 4 

10 1 1 

10.5 _2 _2 __4 

Total 782 682 1464 

During the year 1913-14 there entered the first eight grades of 
the Bloomington schools from outside systems of schools 321 pupils, 
of whom 109 entered the McCalla building, 122 the Central, 80 the 
Fairview, and 10 the colored. 



TABLE LXXVII 

Distribution Table Showing Absences made by Pupils in the White Schools, 
Second Semester of the Year 1913-14. Absences not Charged to 
Pupils Withdrawn Permanently from School Through Moving or 
Quitting to go to Work, etc. 



Number 








Number 








OF Days 








OF Days 








Absent 


McCalla 


Fairview 


Central 


Absent 


McCalla 


Fairview 


Central 





. 87 


25 


79 


8.5 


7 


6 


11 


.5 


36 


9 


40 


9 


10 


3 


14 


1 


39 


17 


40 


9.5 


7 


6 


9 


1.5 


25 


15 


35 


10 


6 


6 


11 


2 


30 


17 


48 


10.5 


6 


6 


6 


2.5 


24 


12 


21 


11 


6 


3 


8 


3 


25 


10 


32 


11.5 


6 


8 


13 


3.5 


21 


13 


24 


12 


5 


2 


8 


4 


13 


17 


25 


12.5 


3 


2 


7 


4.5 


14 


18 


24 


13 


6 


1 


9 


5 


23 


11 


24 


13.5 


2 


4 


2 


5.5 


12 


10 


14 


14 


2 


5 


8 


6 


20 


16 


27 


14.5 


9 


3 


7 


6.5 


13 


12 


16 


15 


7 


5 


3 


7 


6 


8 


15 


15.5 


3 


1 


10 


7.5 


6 


4 


16 


16 


6 


3 


9 


8 


7 


13 


15 


16.5 


1 


5 


3 



I04 A Survey of a Public School System 

TABLE LXXVII {Continued) 



Number 








Number 






OF Days 








OF Days 






Absent 


McCalla 


Fairview 


Central 


Absent 


McCalla Fairview 


Central 


17 


2 


6 


1 


40 






17.5 


1 


1 


3 


40.5 


1 




18 


2 


1 


3 


41 






18.5 




1 


4 


41.5 


1 




19 


2 


3 


5 


42 




1 


19.5 






1 


42.5 






20 


3 


5 


3 


43 


1 1 




20.5 


1 


1 


1 


43.5 


1 




21 


3 


2 


2 


44 






21.5 


4 


1 


2 


44.5 






22 


3 


4 


8 


45 






22.5 




1 


1 


45.5 




1 


23 


2 


1 


2 


46 






23.5 


2 






46.5 






24 


1 


3 




47 




• 


24.5 




1 


2 


47.5 


' 1 


1 


25 


1 


3 


3 


48 






25.5 




1 


3 


48.5 






26 




1 


1 


49 


1 


1 


26.5 


3 


1 


1 


49.5 






27 


2 


3 




50 


1 




27.5 


1 


1 


5 


50.5 






28 


1 






51 






28.5 


2 






51.5 






29 


1 


3 


1 


52 


1 




29.5 




1 


2 


52.5 




1 


30 


1 




1 


53 


1 


1 


30.5 


2 


1 


1 


53.5 






31 




1 


1 


54 






31.5 








54.5 






32 




1 


4 


55 






32.5 


1 




1 


55.5 






33 


1 






56 


1 


1 


33.5 


1 






56.5 






34 






3 


57 






34.5 




2 




57.5 






35 




1 


2 


58 






35.5 






1 


58.5 






36 






3 


59 






36.5 








59.5 






37 




2 


1 


60 






37.5 






1 


61.5 






38 








62 


1 




38.5 








62.5 




1 


39 


1 


1 




63 






39.5 


1 













Approximately 10 per cent of the pupils that were absent were absent more than 
20 days. Previous studies indicate that an absence of more than 20 days in one 
semester usually means failure. Ten per cent of the failures can be charged there- 
fore to absence. 

Causes of Retardation 

One study made in the Bloomington schools during the fall of 191 2 
has a bearing on the causes of retardation. This study was a limited 
one connected with the smokers in the schools. The pupils who 



Census, Enrollment, Promotion, Failures, Withdrawals 105 

smoked as well as the grade in which they first learned to smoke were 
ascertained through statements of the pupils to the teachers. While 
this method of gathering information is not a scientific one, neverthe- 
less, the principals of buildings had the feeling, which they expressed 
at the conclusion of the study, that the directions for getting the in- 
formation, worked out carefully as they were beforehand in prin- 
cipals' and teachers' meetings, and the checks the principals and 
teachers were enabled to use on their information from their own 
personal knowledge, together formed a fairly good safeguard against 
any great degree of error in the study. These results are therefore 
believed to have a great enough degree of reliability to suggest fairly 
accurately one of the probable causes of retardation among the boys 
of the school. The summary of findings is embodied in the following 
resolution of the School Board addressed to the Common Council of 
the City of Bloomington. December 30, 1912 

To THE Common Council of the City of Bloomington, Indiana 

Genllemen: 

Whereas, the result of a recent investigation in the Public Schools of Blooming- 
ton, Indiana, based upon the statements of pupils themselves as to whether or 
not they are users of tobacco, reveals a high correlation between the degree to 
which tobacco is used and the degree to which pupils are over age for their grade, 
poor in their school work, and subjects of punishment for serious infractions of 
school rules — all of which is clearly set forth in the following tables compiled from 
data collected in the McCalla, Central, and High School Buildings: 

I. Retardation: 

The following table gives the present average age of smokers and non-smokers: 

Excess Age oj 

Smokers Non-Smokers Smobcers over 

Grade Average Age Average Age Non-Smokers 

First 9.17 7.58 1.59 

Second 9.96 8.51 1.45 

Third 10.68 9.36 1.32 

Fourth 12.6 10.55 2.05 

Fifth 14.22 12.21 2.01 

Sixth 13.62 • 12.42 1.20 

Seventh 14.67 13.32 1.35 

Eighth 15.12 14.65 .47 

Ninth 16.47 15.55 .92 

Tenth 16.75 16.17 .58 

Eleventh 18.00 17.27 .73 

Twelfth 17.55 17.22 .33 

II. Present Schol.\rship: 

High School — last semester : 

1. Non-smokers failed in 10 per cent of their work. 

2. Occasional smokers failed in 18.7 per cent of their work. 

3. Habitual smokers failed in 29 per cent of their work. 

Central and McCalla buildings : 

1. Average grade of non-smokers — Good. 

2. Average grade of smokers — Barely passing. 



io6 A Survey of a Public School System 

in. Discipline: 
High School: 

(No data were collected on this point from the grades) 

Per Cent of 

Number Number 

Number Disciplined Disciplined 

Habitual smokers 17 12 70 

Occasional smokers 29 8 27 

Non-smokers 109 9 8.2 

IV. Conclusions: 

1. Smokers are distinctly older than non-smokers, having been failed in 

their work much more frequentlj'. 

2. Smokers are doing distinctly poorer work than non-smokers. 

3. Smokers are disciplined much more frequently and for far more serious 

offences than are non-smokers. 
Therefore, the undersigned School Trustees of the City of Bloomington, Indiana, 
respectfully petition your Honorable Body to direct the police officers of said City 
to use special efforts in the enforcement of the laws of the state respecting the sale, 
and the giving of tobacco to children under sixteen years of age, and also to make 
a specified number of daily rounds to all the Pool Rooms to see that the law in 
regard to admitting minors is lived up to, and to prevent gambling in these places 
by the use of slot machines or by games for money. 

Sigtied: 

W. A. Rawles 
J. R. McDaniel 
J. D. Showers 

Trustees of the School City 
of Bloomington, Indiana 

Summary of Chapter III 

1. 43.4 per cent of the families in Bloomington having children of 
school age have only one such child, and 20.8 per cent of all children 
of school age belong to families having only one child of school age. 

2. 86.2 per cent of all families having children of school age have 
either one, two, or three such children; while 68.9 per cent of all 
children of school age belong to families of only one, two, or three of 
such children. 

3. On 13.8 per cent of the families in Bloomington having children 
of school age, the burden of educating their children is extremely 
heavy; while 31.1 per cent of all children of school age belong to 
families carrying this heavy burden. 

4. There is in Bloomington no problem of the foreign-born child. 

5. Only II per cent of the children of the first eight grades, 
1913-14, were born outside of Indiana. 

6. 47.4 per cent of the children in the Bloomington schools 
1913-14 were born in Bloomington. 

7. During the past five years 19.2 per cent of the total enrollment 
both in the grades and the high school has been in the high school. 
For the whole state of Indiana, during the year 1913-14, only 11 
per cent were in the high school. 



Census, Enrollment, Promotions, Failures, Withdrawals 107 

8. 70.8 per cent of all the graduates from the high school during 
the past seven years have entered a college or a university. 

9. During the past seven years 89.3 per cent of the eighth grade 
graduates in Bloomington have entered high school. 

10. 51.2 per cent of all pupils who enter the Bloomington high 
school remain to graduate. 

11. For the second semester of the school year 1913-14, of the 
withdrawals 63.4 per cent withdrew to enter another school system, 
12.7 per cent to enter a lower or a higher grade, and 23.9 per cent to 
quit school. 

12. The number withdrawing during the second semester of the 
school year 1913-14 to quit school represented 3.6 per cent of the 
total enrollment for the year. 

13. For the second semester of the school year 1913-14, of those 
remaining in school to the end of the term 10.3 per cent failed to be 
promoted, and, counting as failures also those who withdrew to quit 
school, 13.9 per cent failed of promotion. 

14. The grades in their order claiming the greatest toll of failures 
during the second semester, 1913-14, were 8b, 7A, 7B, 8a, ib, 6a, 
and 4A. Those taking the least toll were in their order grades 2A, ia, 
5B, 4B, 3A, 2B, 5A, 3B, 6b. 

15. For the second semester, 1913-14, the greatest mortality in 
the high school in the form of failures was in the 9B grade with the 
lOB, 9A, I IB, and IDA following in order. In the 12A grade only 
1.9 per cent failed. 

16. For the first semester, 1913-14, compared with seven other 
Indiana towns Bloomington high school has a high percentage of 
failures in beginning English, botany, and Latin and a low percent- 
age of failures in third-year English, soHd geometry, United States 
history, and civics. In other subjects the percentage of failures was 
about the same as the averages of the seven Indiana towns. 

17. 52.1 per cent of the withdrawals from the Bloomington high 
school withdraw before completing one year's work; 28.2 per cent 
more withdraw before completing the second year's work. 

18. Of all the withdrawals from the Bloomington high school 21.6 
per cent were doing less than passing work in one or more subjects; 
78.4 per cent were doing passing work in all subjects at time of 
withdrawal. 

19. There is a close correlation between the failure of the fathers 
and mothers of withdrawals to get far in school and the advancement 
withdrawals made before leaving school. 



io8 A Survey of a Public School System 

20. There is a close correlation between the regularity of work of 
the fathers and continuation in school of the children. 

21. The retardation of withdrawals is almost twice as much as 
that for the school system as a whole. 

22. 30.5 per cent of the girls withdrew and 34 per cent of the boys 
withdrew because they did not like school. 

23. Of the boys that withdraw before reaching the high school 
65.7 per cent are either unemployed during their first year out of 
school or employed at common labor or at odd jobs. 

24. 43.2 per cent of the girls leaving the grades were not employed 
other than in the home the first year after leaving school. 

25. 38.4 per cent of the grades given repeaters during the second 
semester of the school year, 1913-14, were either no better or poorer 
than the grades made by these same pupils the first time they took 
the work. 

26. A study of the repetitions during their whole school course 
of all the pupils enrolled in the Central building during the months of 
February and March, 1914-15, shows that 85.7 per cent of all the 
failures were repeated with gain. 54.4 per cent of the repetitions of 
subjects in which passing grades were made resulted in better grades 
the second time the work was taken. 

27. With classes entering the grades ifi any classes beginning any- 
where from September, 1900, to January, 1904, and graduating from 
June, 1908, to January, 1912, 21.7 per cent of all the repetition occurred 
in the first grade, 10.2 per cent in the second, 12.9 per cent in the 
third, 14. 1 per cent in the fourth, 9.5 per cent in the fifth, 7.9 per cent 
in the sixth, 17.2 per cent in the seventh, and 6.5 per cent in the eighth. 

28. For the second semester, 1913-14, 65.5 per cent of the re- 
peaters were boys and 34.5 per cent girls. Grades ib, 3B, 4B and ages 
9, ID, 13 drew the largest percentages of failures. 

29. Arithmetic, grammar, history, geography, reading, and spell- 
ing in this order seem to be the subjects that cause failures. 

30. Approximately 10 per cent of the failures can be attributed 
to absence. 

31. A study of the school work done by boys who smoke reveals 
the following facts: 

(a) Smokers are distinctly older than non-smokers, having failed 
in their work much more frequently. 

(b) Smokers are doing distinctly poorer work than non-smokers. 

(c) Smokers are disciplined much more frequently and for far 
more serious offences than are non-smokers. 



CHAPTER IV 
FINANCES 

Table LXXVIII, below, gives a summary of receipts and ex- 
penditures of all school moneys by years and funds from the year 
1900-01 to 1913-14 inclusive. 

The table of expenses, on p. no, was compiled from warrant 
stubs and the expenses are charged to the school year in which 
the warrant was issued and not necessarily, therefore, in all 
cases to the year the expense was incurred. For this same reason 
also the yearly expenditure shown in this table does not agree with 
the yearly expenditure as shown in the table compiled by charging 
warrants to the year in which they were presented to the bank for 
payment. The following form for compiling expenditures is essen- 
tially the form worked out and approved by the National Education 
Association and adopted by the Commissioner of Education of the 
United States. 

TABLE LXXVIII 

Total Receipts and Disbursements by Years and Funds, 1900-14 

Special Fund Special Building Fund Local 

Years Receipts Disbursements Receipts Disbursements Receipts 

1900-01 $14,617.30 $19,886.16 $9,787.49 

1901-02 9,483-73 7.736.25 11,069.26 

1902-03 12,882.24 8,584.44 11,050.23 

1903-04 14,004.58 12,091.70 11,339.70 

1904-05 13,894.82 13,965.58 11,670.00 

1905-06 14,381.93 14,734.91 15,827.24 

1906-07 17,490.20 14,238.12 19,368.92 

1907-08 22,566.16 20,711.68 $16,028.59 $16,028.59 18,557.50 

1908-09 23,647.12 18,878.69 23,573-15 

1909-10 24,143-51 30,871.38 24,884.41 

1910-11 24,252.03 19,381.08 24,789.66 

1911-12 24,823.00 17,376.26 26,025.90 

1912-13 24,801.21 31,493.78 78,918.98 22,034.24 27,028.97 

1913-14* 28,067.63 33,180.62 10,760.67 16,604.39 29,855.86 

Tuition Fund Common School Fund Totals 

Years Disbursements Receipts Disbursements Receipts Disbursements 

1900-01 $9,630.17 $4,811.66 $4,808.83 $29,216.65 $34,325.16 

1901-02 10,234.57 5,182.08 5,038.18 25,735-07 23,009.00 

1902-03 11,911.86 5,37J-74 5,312-32 29,310.21 25,808.62 

1903-04 12,713-99 5,811.25 5,641-23 31.155-53 30,446-92 

1904-05 13,802.20 6,690.28 6,120.62 32,255.10 33,888.40 

1905-06 14,321.56 6,676.70 6.704.18 36,885.87 35.760.6s 

1906-07 16,764.32 7,185.68 6,640.36 44,044.80 37,642.80 

1907-08 21,307.58 10,334-33 7.543-50 67,486.58 65,591.3s 

1908-09 21,811.09 9,280.86 10,996.24 56,501.13 51,686.02 

1909-10 19,058.30 9,023.70 9,450.69 58,051.62 49,380.37 

1910-H 25,913.93 9,910.27 9,334-69 58,951-96 54,629.70 

1911-12 25,110.02 11,272.37 10,675.81 62,121.27 53,162.09 

1912-13 23,624.49 11,860.32 11,217.53 142,609.48 88,370.04 

1913-14* 26,666.92 12,554.81 12,037.51 81,238.97 138,489.44 

* Special School Fund for year 1913-14 is incorrectly credited with $3,33S-8s which properly 
belongs to the Sanitary Fund, and with $1,111.95 which properly belongs to the Vocational Fund. 

109 



no A Survey of a Public School System 

TABLE LXXIX 
Expenditures in Bloomington Schools in Years: 

A. PAYMENTS: 
I. Expenses 

a. Expenses of General Control: 

1. Board of Education (office expenses and salaries) 

2. School census 

3. Expenses keeping bank deposit account 

4. Janitor for Supt. office 

5. Office of Supt. of Schools \ ^f^™^ "^ fupt. and Clerk 

I Urhce supphes 

6. Commencement exercises Diplomas and seals 

I Other expenses 

7. Expenses for lecturer 

(a) Traveling expenses of applicants for positions 

8. (6) Superintendent's traveling expenses 

Total 

b. Expenses for Instruction: 

1. Salaries Supervisors of special subjects 

2. Salaries of Principals and their Clerks | Cfldes*^*^""' 

3. Other expenses of Principals | "radef ''''°°' 

4. Salaries of Teachers 

5. Text-books for poor children 

6. Supplementary text-books 

7. Stationery and supplies used in instruction 

8. Sewing materials 

9. Manual training supplies 

Total 

c. Expenses of Operation of School Plant: 

1. Wages of janitors and other employees 

2. Fuel 

3- Light 

4. Water 

5. Janitors' supplies 

6. Telephone calls and telegrams 

Total 

d. Expenses of Maintenance of School Plant: 

1 . Oiling streets 

2. Repairs of buildings and upkeep of grounds 

3. Repair of equipment 

4. Replacement of equipment , 

5. Insurance 

Total 

e. Books for Librar>' 

Total 

/. Promotion of Health 

Total 

g. Miscellaneous Expenses 

1. Rent 

2. Printing 

3. Care of children in institutions 

4. Express, drayage, and freight 

5. Transfers 

6. Commission for selling books 

Total 

II. Outlays: 

a. New buildings 

b. Alteration of old buildings 

c. Equipment of buildings, exclusive of replacements 

Total 

III. Other Payments: 

a. Redemption of bonds •. 

b. Interest 

c. Text-books to be sold to pupils 

d. Refund to County Treasurer 

Total '.'.'.'.'..'. 

Grand Total 



I9I3-I' 


514 


To Amt. 

232.05 
119.05 


. 122 
.062 


52.00 

3,048.70 

30.9s 

37-85 


.027 

I -599 

.016 

.019 


25 00 


.013 


60.00 

3,605.60 


-031 

$1.89 


1,710.00 


-897 


(4) 4,724.81 


2.478 


13-80 


.007 


(5) 31,491-28 

17. 10 

42.52 

298.59 

10.52 

178.54 

$38,487-16 


16.514 
.009 
■ 023 
-151 
.006 
.094 
$20. 179 


2,521.50 

1,095.78 

279-45 

52.80 

195.02 

123.68 

$4,268.23 


1-322 

-575 
-147 
.028 
. 102 
-065 
$2,238 


217-42 
8.50 


.114 
.004 


i,3S4-00 
$1,579-92 


-71 

$.828 


164.01 
164.01 


.086 
.086 


105.00 
102.58 


.055 
• 054 



Finances 11 1 

Cost per pupil based on average daily attendance. 

1912-IQI3 1910-1911 



529-89 -33 

92.96 .058 

50.00 .031 



449-80 

108.00 
(6) 120.00 


.253 
.061 
.067 


(1)3,385-50 
125.80 
41.96 
37-63 


1.902 
.071 
.024 
.021 


8.95 


-005 


$4,277.64 


$2 . 403 


1.620.00 

(2)1,483.58 

3,097.00 


.91 
-833 
1-74 


34-76 


.02 


(3) 33,850.46 

2.98 

131-13 

464.98 

3-88 

145-41 

$40,834.18 


19.017 
.002 
-074 
. 261 
.002 
.081 
$22.94 


3,166.95 

1,250.79 

218.39 


1-779 
.703 
■ 123 


289.54 

124.60 

$5,050.27 


.163 
• 07 
$2,837 


68.00 

853.24 

96.50 


.038 
• 479 
-054 


325-50 
$1,343-24 


-183 

$0.75 


352-50 
352.50 


.198 
.198 


145-00 

113.58 

27-54 

63-78 


.081 
.064 
-015 
.036 



$311.72 .164 $349.90 .197 

85,639.83 44.908 25,536.49 14-346 



3.059.66 1.905 
29.05 .018 

15.40 .01 



$3,776-96 $2,352 

1,512.00 .941 

4,410.25 2.74s 

34.15 .021 

31,678.05 19.725 

76.44 .048 

427.69 .266 

406.69 .253 

125.12 .078 

$38,670.39 $24,078 

2,985.66 1.859 

1,322.17 .823 

144.60 .09 

252.62 .157 

96 . 40 . 06 

$4,801.45 $2,989 



423.74 -264 

802.71 .499 

264.7s .164 

fi,49i.20 $0,928 



367. 


00 


.229 


112. 


.21 


.07 


31 


.26 


.019 


51. 


.70 


.032 


210 


.00 


■ 131 


19 


.16 


.012 


J79I 


-33 


.492 



1,685.30 1.049 



1. 198. 28 .628 925-16 .52 

$86,838.11 $45,536 $26,461.65 $14.88 $1,685.30 $1,049 

7.000.00 3.671 5,500.00 3.09 3,000.00 1.868 

3,572.50 1.873 1,402.50 .788 980.00 .61 

1,846.36 .968 1,293.91 -727 

1 00 2,139.83 1. 202 

• $12,419.86 $6,512 $10,336.24 $5-807 $3,980.00 $2-478 

$147,674.61 $77,438 $89,005.62 $50,002 $55,196.63 $34,368 

(1) $244.00 of this amount was for services rendered the year before. 

(2) High school principal received $625.00 from another source. 

(3) Other high school teachers got additional -$1,916.50; countmg this the teaching cost was 

(4) High «:hool principal received additional $625.00 for teaching from another source. 

(s) Other high school teachers received additional from another source for teaching, $1,250.00. 
(6) Sixty dollars ($60.00) of this amount belongs to the year 1911-12. The 1913-14 amount 
was not paid until after July 1st, the end of the fiscal year. 



112 A Survey of a Public School System 

The average daily attendance, which is the basis for the Per Capita 
Cost calculations, follows: 

1910-1911 — 1606 
1912-1913 — 1780 
1913-1914—1907 



Conclusions Based on Table LXXVIII 

1. Expenditures for maintenance and operation increase slightly 
from 1910-11 to 191 2-13 and decrease noticeably in the year 
1913-14 over what they were in 1912-13. The explanation of this 
decrease is twofold: 

a. Retrenchment in order to conserve funds for building purposes. 

b. Absence on leave of one supervisor and two high-salaried teachers. 

The supervisorship was not filled during the year. 

2. Per capita expenditures for general control have remained about 
the same for the three years considering the fact that 191 2-13 has 
charged to it approximately $350.00 that should in reality be charged 
to the year 1913-14. 

3. Per capita cost for instruction decreased in 1913-14 due largely 
to these factors: 

a. Reduction of gross amount spent for supplies of a supplementary nature 

in an effort to conserve funds for building purposes. 

b. Decrease in salaries paid to teachers explained above. 

c. Crowded condition of practically all the grades. 

d. Absence of an epidemic of contagious diseases. The average daily 

attendance was 92.2 per cent of the Monthly Enrollment and 83.2 
per cent of the Total Yearly Enrollment for the year 1910-11; 91.6 
per cent and 84.1 per cent respectively for the year 1912-13; and 
96.8 per cent and 84.4 per cent for the year 1913-14. 

4. An exceptionally large outlay of funds for new buildings was 
made during the years 191 2-13 and 1913-14. Retrenchment along 
other lines was thus necessitated. 

TABLE LXXX 

Comparison or Cost per Pupil Expended in Dollars and Cents Based on 
Average Daily Attendance. Fifty-seven Cities por the School Year 
1902-03 AND Bloomington for the School Years 1910-11, 1912-13, 
1913-14 

Data for fifty-seven cities taken from Strayer and Thorndike, Educational Administration, pages 
283, 284, 28s, and 286. 

Number of Janitors' Light and 

City Total Teaching Janitors Supplies Fuel Power 

1 35.64 22.30 2.35 .31 1.63 .17 

2 28 17.60 .14 4.70 .13 

3 28.06 19.10 1.98 .28 1.32 

4 31.90 20.35 2.27 .22 1.53 .07 

5 33.27 24.41 2.19 .06 2.03 .16 



Finances 113 



TABLE LXXX {Coniinued) 

6 27.65 20.10 1.45 

7 21.61 

8 31.16 

9 31.C1 

10 43.23 

11 29.01 

12 29.20 

13 29.56 

14 28.75 

15 25.35 

16 28.41 

17 36 

18 35.70 

19 28.90 

20 23.16 

21 24.50 

22 8.94 

23 12.85 

24 15.26 

25 31 

26. 32.67 

27 26.96 

28 30.30 

29 29.50 

30 37.32 

31 27.90 

32 34.49 

33 24.85 

34 35.96 

35 7. 24.52 

36 31.94 

37 19.26 

38 23.56 

39 32.01 

40 34.79 

41 24.65 

42 28.50 

43 26.09 

44 26.18 

45 28.53 

46 41.52 

47 2C.71 

48 22.75 

49 22.20 

50 32.05 

51 26.39 

52 30.61 

53 54.72 

54 20.50 

55 28.01 

56 51.25 

57 21.51 

1910-11 — Bloomington 34.37 

1912-13 — Bloomington 50.00 

1913-14 — Bloomington 73.58 



12.91 


2.05 


18.1C 


1.89 


2C.63 


2.32 


31.91 


2.56 


14.42 


2.65 


18.75 


2.21 


15.9G 


2.03 


17.89 


1.95 


17.91 


1.53 


19.17 


1.82 


22.60 


2.53 


25.17 


2.43 


18.16 


1.97 


16.58 


1.19 


16.9C 


1.44 


6.63 


.37 


3.69 


1.92 


9.87 


.96 


21.67 


1.53 


18.37 


1.92 


15.11 


1.95 


19.77 


2.19 


18.21 


2.06 


25.25 


2.36 


15.75 


1.84 


19.07 


1.93 


16.78 


1.52 


23.15 


2.92 


17.87 


1.60 


18.88 


1.11 


11.40 


1.01 


15.21 


.91 


19.94 


1.67 


21.90 


1.38 


15.99 


1.13 


15.47 


1.49 


17.00 


1.73 


16.69 


1.58 


19.14 


1.53 


25.53 


1.91 


5.78 


1.75 


13.29 


1.36 


14.20 


.89 


21.05 


1.76 


13.81 


1.84 


20.49 


2.11 


30.60 


3.05 


12.61 


1.C9 


15.33 


2.35 


33.20 


2.42 


13.55 


1.17 


19.73 


1.86 


19.02 


1.78 


15.69 


1.26 



.05 


1.14 


.07 


.18 


.80 




.05 


1.82 
2.91 


.05 


.12 


1.84 


.11 




1.77 


.18 


1.09 


2.05 




.07 


1.95 


.05 


.08 






.07 


1.71 

1.44 
2.64 
2.30 
2.08 


.07 
.29 


.04 


2.29 


.03 


.09 


.94 


.05 


.13 


.37 
1.27 


.03 


.01 


1.03 


.07 


.03 


2.C4 


.04 


.04 


1.45 


.05 


.48 


1.25 




.00 


2.28 




.ii 


1.51 


.01 


.26 


1.85 


.07 




3.49 


.09 


.13 


2.25 


.25 


.04 


1.24 


.04 


.22 


3.61 


.08 


.10 


1.39 


.07 


.07 


1.66 
1.15 


.22 


.15 


1.30 




.25 






.11 






.04 


1.49 


.12 


.16 






.18 


2.31 


.10 


.03 


2.62 


.13 


.08 


1.08 


.26 


.39 • 


1.63 


.05 


.57 


3.34 


.12 


.05 


1.39 


.05 


.15 


1.22 


.00 


.15 


1.79 


.04 


.16 






.43 


2.72 


.58 




1.14 


.11 


.?>?> 


1.22 


.11 


.11 


2.01 


.22 


.28 


.69 


.06 


.16 


1.86 


.09 


.16 


1.78 


.12 


.10 


1.26 


.14 



114 A Survey of a Public School System 





TABLE LXXX ( 


[Continued) 






Number of 






School 




Printing and 


City 


Repairs 


Rent 


Census 


Insurance 


Advertising 


1 


1.88 


.01 


.25 




.11 


2 


1.50 


.05 


.05 






3 


1.09 






- 




4 


1.06 


.05 


.02 




.04 


5 


33 




.11 






6 


1.09 




.00 




.04 


7 


1.43 




.02 


.19 


.11 


8 


1.17 




.05 
.05 


.19 


.08 


9 


.05 




10 


2.29 




.05 




.10 


11 


1.24 


.14 




.26 


.04 


12- 


1.03 


.07 


.04 






13 


77 


.04 


.03 


.48 


.05 


14 


2.02 


.03 


.03 




.05 


15 


69 


.17 


.03 




.06 


16 


1.14 




.05 






17 


1.43 




.03 




.12 


18 


98 




.05 




.08 


19 


1.64 




.07 




.05 


20 


85 


.09 






.05 


21 


94 






.14 


.01 


22 


59 


.01 


.02 




.06 


23 


90 




.06 


.40 




24 


45 




.03 


.32 


.05 


25 


1.83 




.08 


.25 


.25 


26 


1.12 


.19 


.10 


.44 


.10 


27 


63 


.54 


.10 


.03 


.08 


28 




.14 


.13 






29 




3.15 


.07 




.11 


30 


2.75 




.02 




.22 


31 


1.79 


.10 


.11 


.08 


.15 


32 


3.67 




.13 


.18 


.27 


33 


1.17 




.07 


.06 


.06 


34 


52 




.19 


.52 


.44 


35 


68 




.04 


.09 


.16 


36 


...a.. .72 




.10 


.33 


.02 


37 


45 






.04 


.11 


38 


2.32 




.05 


.27 


.14 


39 


1.36 






.06 




40 


1.21 




.05 


.51 


.70 


41 


04 


.45 


.06 


.17 


.06 


42 


80 






.32 


.08 


43 


65 


.04 


.11 


.01 


.13 


44 


1.12 


.60 




.32 


.07 


45 


1.98 






.32 


.25 


46 


1.07 


1.49 






.22 


47 


2.03 


.14 




.37 


.23 


48 


34 


.56 


.06 


.11 


.36 


49 


29 




.05 


.13 


.03 


50 


59 




.02 


.29 


.06 



Finances 



"5 



TABLE LXXX {Continued) 



51 3.95 

52 1.00 

53 2.30 

54 57 

55 1.50 

56 2.23 

57 1.12 

igio-ii — Bloomington .76 

1912-13 — Bloomington .53 

1913-14 —r Bloomington .11 



The Per Cent of Total Expenditure for M.^^intenance and Operation 
WHICH IS Spent for Teaching, Supervision, Janitors, Salaries, and 
Fuel. Average for Two Years 1902-03 and 1903-04, Thirty Cities and 
BlooAhngton for School Years 1910-1911, 1912-1913, and 1913-14 

Data for thirty cities taken from Strayer and Thorndike, Educational Administration, page 297. 







.31 


.21 






.43 


.25 






.16 


.08 






.11 


.13 


.24 




.03 


.03 


.23 


.06 


.16 


.07 


.08 


.06 


.18 


.06 


.05 


.06 


.68 


.05 


TABLE 


LXXXI 















Janitors' 










Teaching 




Salaries 




Fuel 






Per Cent 


Frequency 


Per Cent 


Frequency 


Per Cent Fr 


equ 




54 


3 


3 




2 


3 




4 




55 


2 


4 




1 


4 




3 




56 


1 


5 




10 


5 




8 




57 


-2 


6 




11 


6 




9 




58 





7 




4 


7 




2 




59 


2 


8 




1 


8 




2 




60 


2 


9 




1 


9 









61 


1 








10 









62 


3 








11 




1 




63 


1 
















64 


4 










-. 






65 


2 
















66 


2 
















67 


2 
















68 


1 
















69 



















70 



















71 



















72 


2 








• 








73 


1 














Bloomington, 1910-11. 


64 




6 






2.6 






Bloomington, 1912-13. 


64 




6 






2.4 






Bloomington, 1913-14. 


65 




5.2 






2.3 







Conclusions Based on Tables LXXX and LXXXI 

1. Bloomington compares favorably with other cities in the per 
cent of total expenditure for maintenance and operation that is ex- 
pended for teaching and janitors' salaries. The per cent of expendi- 
ture for coal is very small comparatively, suggesting either economy 
in purchasing or economy in consumption or both. 

2, The decrease in the per cent of maintenance during the year 
1913-14 is due largely to the abnormal expenditure during that 



ii6 A Survey of a Public School System 

year for new buildings and equipment. The decrease per child in 
average daily attendance is due largely to a conscious effort to re- 
trench along certain lines in order to provide building funds. 

3. In repairs, printing, and advertising Bloomington is distinctly 
lower than the average of the fifty-seven cities. 

4. Since in the matter of fuel Bloomington has a noticeable ad- 
vantage over other cities an additional amount might profitably be 
added to teachers' salaries. 

5. In all of these conclusions it must be remembered that the 
figures for the 30 cities were taken ten years earlier than those for 
Bloomington. 

Other Sources of Income 

Each building has raised some money each year for several years 
by giving entertainments of various sorts. The funds from these 
entertainments have been used at the discretion of the principal and 
the teachers of the building. 

Fairv-iew Building 

Since 1900 the sum of $568.00 has been raised for Fairview, $90.00 
through donations and the rest by entertainments such as candy 
sales, picture show benefits, etc. This amount has been expended as 
follows: 

Expenditures: 

Twelve (12) pictures, 1900-02 $ 35.00 

Piano, 1901 (second-hand) 125.00 

Piano, 1909 300.00 

Victor machine, 1912 68.50 

Victor records 18.00 

Victor cabinet 8.50 

Total expenditures $555.00 

Balance on hand 13.00 

$568.00 

McCalla Building 

Since 1908 the receipts and expenditures in the McCalla Building 
including the school year of 1913-14 were as follows: 

Receipts: Expenditures: 

$1,386.33 Victor machine $ 75.00 

Victor records 130.C0 

Piano 300.00 

Portable organ , 25.00 

Playground apparatus 456.33 

Pictures 370.00 

Program clock 30.00 

$1,386.33 



Finances 117 

Colored School 

From the beginning of school in the fall of 1909 to the close of 
school in the spring of 19 13 the receipts in the Colored School were 
$52.84, and the expenditures $51.81, leaving a balance of $1.03. 

Central Buildihg 

Receipts and expenditures in the Central Building have been carried 
in two funds since 1912-13: General Fund and Department Fund. 
The record extends from 1906 to June, 19 14. 

Receipts in General Fund : 

I. Cash Donations 

1. Toward buying piano, 1906, Patrons $ 17.50 

2. Toward playground, 1910, Patrons 110.00 

3. Toward Grafonola, 1912, Friday Musical Club . 24.50 

$152.00 

II. Class Memorials, since June 1906 

1. Contributed by classes leaving the Department 136.27 

III. School Entertainments, since 19C5-06 

1. Old Curiosity Shop 

2. Thanksgiving entertainments 

3. Candy sales 

4. Rubber sales 

5. Lawn fetes 1. 117.09 

Total 11,405.36 

Receipts in Departmenl Fund : 

Lawn fete, 1912-13 '. $ 44.59 

Musical, May 1913 41.80 

Musical, May 1914 53.20 

Pen money, 1914 (Profit on sale of pens) 5.41 

Total $145.00 

Expenditures from General Fund: 
I. For Permanent Fixtures 

1. Musical 

a. Old piano, 1906 $ 40.00 

b. New piano, 1906 19C.00 

c. Drum, 1909 11.25 

d. Grafonola, 1912 100.00 

e. Organ, 1913 25.50 

/. Records and needles, 1912-13-14 32.47 

Total $399.22 

2. Playground 

a. Work on yard, 1910, grading and surfacing. $221.70 

b. Equipment 

Giant strides (2) 34.65 

Swings and climbing poles 81.63 

Volleyball 11.00 

Slide 55.60 

Basket-ball court 15.00 

Horizontal bars 6.00 

Cement, gravel, and sand for concrete. . 19.12 

Total $444.70 



ii8 A Survey of a Public School System 

3. Class Memorials 

1. Sir Galahad, June 1906 $ 8.00 

2. Head of Christ, Jan. 1907 8.00 

3. Morning — cast, June 1907 10.00 

4. Night — cast, Jan. 1908 10.00 

5. Slides — Lady of the Lake, June 1908. . . 15.C0 

6. Gettysburg Address, Tablet, Jan. 1909. . . 20.00 

7. Longfellow, bust, June 1909 13.34 

8. Longfellow, pedestal, Jan. 1910 7.50 

9. Hedge Fund, June 1910 4.00 

10. Lincoln, bust, June 1911 13.34 

11. Riley Picture, Jan. 1911 5.70 

12. Records, Jan. 1912 13.89 

13. Lincoln, pedestal, June 1912 7.50 

Total $ 136.27 

4. Stereopticon and equipment 

1. Machine and screen, 1908 $ 72.56 

2. Blinds, 1908 5.00 

3. Slides, 1908, 1909 26.85 

Total $ 104.41 

5. Stage equipment 

1. Stage $ 19.17 

2. Cover and curtains 7.37 

Total $ 26.54 

6. Pictures (other than class memorials) 

1. Dance of the Nymphs $ 5.00 

2. Aurora 6.00 

3. Sea picture 4.50 

4. Sistine Madonna 8.50 

5. Old Swimmin' Hole and Riley and Bust 12.50 

6. Glass for pictures 2.65 

Total $ 39.15 

Total Expenditures for Permanent Fixtures 

1. Musical $399.22 

2. Playground 444.70 

3. Class Memorials 136.27 

4. Stereopticon and equipment 104.41 

5. Stage and equipment 26.54 

6. Pictures 39.15 

7. Miscellaneous 9.20 

Total $1,159.49 

For Entertainment Expenses 217.57 

Total $1,377.06 



Summary Statement 

Central School General Fund 

Total Receipts since 1905-06 $1,405.36 

Total Expenditures 

Permanent fixtures $1,159.49 

Entertainment expenses 217.57 

"~" 1,377.06 

Balance in Citizens Loan and Trust Co $ 28.30 



Finances 119 

II. Department Fund 

Started 1912-13 $ 145.00 

Total Receipts in both General and Department Funds 1,610.36 

Balance in Citizens Loan and Trust Co., June 1, 1914 

1. In Central School General Fund 88.30 

2. In Department Fund 145.00 



TABLE LXXXII 

Statement of Assets and Liabilities September i, 1914 
Assets: 

BtHLDINGS AND GROUNDS 

Original Present Valde Present Value 

Building Cost of Grounds of Buildings 

High School $135,000.00 $10,000.00 $135,000.00 

Department 35,000.00 10,000.00 20,000.00 

Central 75,000.00 12,000.00 78,000.00 

McCalla 32,000.00 14,000.00 32,000.00 

Fairview 17,000.00 6,000.00 25,000.00 

McDoel 2,000.00 1,500.00 

Colored 3,500.00 10,000.00 1,C00.00 

Annex 1,000.00 1,000.00 

Total $298,500.00 $ 64,000.00 $293,500.00 

Liabilities: 

Bonds outstanding $ 75,000.00 

Interest coupons 15,722.50 

Total assets over liabilities $286,325.00 

Total $377,047.50 



TABLE LXXXIII 



Assets: 



Statement of Assets and Liabilities June 30, 1914 



Equipment 



Number 

OF 

Pupiis' 

Desks Value 

High School. . 844 $1,899.00 

Central * 799 1,957.75 

McCalla 523 1,206.00 

Fairview 406 913.50 

Colored 83 166.C0 

Superintend- 
ent's ofSce.. 

Total 2655 $6,142.25 



Other 

Furni- 
ture 

AND 

Fixtures 



Value 
f 533.00 
640.00 
573.00 
666.00 
100.00 

195.00 



$2,707.00 



High 
School 
Depart- 
ments 



Value 
t,120.50 



$4,120.50 



Number 

OF 

Volumes 

IN 

Library Value 

High School. . 3077 $1,206.00 

Central 1474 737.00 

McCalla 88 60.00 

Fairview 99 90.00 

Colored _^59 64.75 

Total 4997 $2,157.75 



Number 

OF 

Supple- 
mentary 

Books 
Common 

TO All 

1357 

677 

640 

6 



Value 

$339.25 

169.25 

160.00 

3.00 



Number 



Wall 
Maps 



10 

11 

13 

8 

10 



2680 



$671.50 



52 



Value 
$ 50.00 
55.00 
65.00 
40.00 
30.00 
$240.00 



A Survey of a Public School System 









Number 








Number 






OF 




Number 




OP 






Pieces 




OF 




FRASfED 






OF Sheet 




ViCTROLA 




Pictures 




Value 


Music 


Value 


Recqrds 


Value 


7 


$ 


300.00 










75 




350.00 


570 


$28.50 


86 


$175.00 


79 




370.C0 






65 


130.00 


59 




200.00 






15 


25.00 


13 




30.00 











High School. 

Central 

McCaUa 

Fairview .... 

Colored. ... 

Total 233 ' $1,250.00 570 



$28.50 



166 



$330.00 



Since the year 1911-12 the superintendent of the Bloomington 
schools has made frequent school budget estimates as a basis for 
recommendations to the school board. Upon these budget estimates 
the board depended for its decisions regarding expansion and improve- 
ment. The practice of budget making has the virtue of forcing all 
school officials to look into the future, to compare costs from year to 
year, to check up on judgments from time to time and thus develop 
judgment in the line of estimated expenditures. It has the virtue, 
also, of leaving in the minds of the school oflficials a feeling of confi- 
dence as to where they stand financially. 

The following report is an example of the estimates made from 
time to time by the superintendent. 



Financial Report 

January 14, 1914 
Funds on hand how and to be received before the close of the present school 
year: 



Funds on Hand: 

Special Building Fund ." $12,331.71 

Common School Fund ♦ 2,295.39 

Local Tuition Fund 15,976.07 

Special School Fund 12,828.26 

Total on hand $43,431.43 

Funds Yet to he Received During Present School Year Estimated : 

Common School Fund $ 5,392.44 

High school text-books 600.00 

Tuition from pupils ■. 5,000.00 

Total yet to be received $10,992.44 

Total on hand 43,431.43 

Total available funds for remainder of current school year. . . . $54,423.87 



Finances 121 

Estimated Expenses for Remainder of Current School Year: 

Salaries from Tuition Fxind $22,387.08 

Salaries from Special Fund 4,795.00 

Remaining on Mr. Colvin's contract 32,534.00 

Architects' fees 720.35 

Remaining on electric wiring contract 1,847.35 

Coal.. 600.00 

Manual training 150.00 

Supplies 200.00 

Telephones ' 70.00 

Lighting 150.00 

Rent 100.00 

Insurance 54.00 

Taking enumeration IIO.CO 

Payment of bonds and interest on bonds 5,5CO.OO 

Interest on $27,000 heating and plumbing contract 750.00 

Total expenses current year $69,967.78 

Total available funds for current year 54,423.87 

Deficit June 30, 1914. ...'. $15,543.91 

Estimated Income, ipi4-ij: 

From $1.45 tax levy $63,601.45 

From tuition from pupils 5,000.00 

Common School Fund 12,000.00 

Sale of bonds, December 1914 16,000.00 

Total Income, 1914-15 $96,601.45 

Estimated Expenditures, igi4-iy. 

Deficit from preceding year $15,543.91 

Running expenses outside of payment of bonds and interest on 

bonds... ..._ 52,927.80 

Equipment of new high school building 4,000.00 

Additional teachers 4,C00.0C 

Additional janitors 1,500.00 

Interest on $27,COC heating and plumbing investment 1,000.00 

Heat regulation 650.00 

Payment of bonds 8,000.00 

Interest on bonds 3,300.00 

Additional coal 1, 000-00 

Total expenses, 1914-15 $91,921.71 

Total Income, 1914-15 96,601.45 

Balance at end of year, 1914-15 $ 4,679.74 

Estimated Income, igi^-id: 

Balance from preceding year $ 4,679.74 

From $1.45 tax levy (same as for year 1914-15) 63,601.45 

From transfers 5,000.00 

Common School Fund 12,000.00 

Total estimated income, 1915-16 $85,281.19 

Estimated Expenses, igi^-id: 

Estimated running expenses outside of payment of bonds and 

interest on bonds $60,000.00 

Payment of bonds 8,000.00 

Payment of interest on bonds 3,240.00 

Interest on $27,000 heating and plumbing contract 5,000.00 

Heat regulation interest "^^-00 

Total estimated expenses $76,890.00 

Estimated Income, 1915-16 $85,281.19 

Estimated Expenses, 1915-16 76,890.00 

Balance at end of year, 1915-16 f 8,391.19 



122 A Survey of a Public School System 

The unforeseen sale, during the year 1914-15, of the colored 
school lot and building and the erection of a new colored school 
building caused the 1914-15 income and expenditure figures to vary 
materially from the estimates. The unexpected retirement of some 
outstanding obligations during the year likewise widened the gap 
between estimated and real expenditures for the year 1914-15. 

Summary of Chapter IV 

1. School corporation assets June 30, 1914, were: 

Building and grounds, present value $358,0C0.00 

Pupils' desks, present value 6,142.25 

Other furniture and fixtures, present value 2,607.C0 

Department supplies, present value 4,120.50 

Library books, present value 3,657.75 

Supplementary books, present value 671.50 

Wall maps, present value 240.00 

Framed pictures, present value 1,250.00 

Sheet music, present value 28.50 

Victrola records, present value 330.00 

Playground equipment, present value ^ 901.03 

Total 1377,948.53 

2. The outstanding indebtedness September i, 1914, was $90,722.50. 

3. The assessed valuation of property within the city has increased 
from $4,088,384 in 1907 to 4,728,505 in 191 5. 

4. The tax rate has increased from $1.10 in 1907 to $1.45 on the 
hundred dollars in 191 5. 

5. From 1911 to 1915 improv^ements to the extent of approximately 
$150,000 were contracted for. 

6. In 191 5 the school city was up to its legal limit in its bond issues 
and its general indebtedness, and it lacked only five cents on the 
hundred dollars of being to its legal limit in the tax rate for school 
purposes. 

7. Bloomington compares favorably with cities of 30,000 inhabit- 
ants and more in the per cent of the whole school expenditure that 
goes for salaries of teachers and supervisors. The per cent that goes 
for general control is somewhat higher in Bloomington than in cities 
of 30,000 or more. 

8. The teachers, pupils, and principals have t«-assume too large 
a responsibihty for the equipment of buildings with pictures, pianos, 
etc., and for playground equipment. A much larger part of that 
responsibility should be assumed by the board. 



CHAPTER V 
THE COURSE OF STUDY 

The course of study has been worked out in detail in all subjects. 
Only in history and geography, however, has there been recent sys- 
tematic revision of the courses in the grades. Certain modifications 
have been made in all the courses from time to time, but reading, 
language, grammar, physiology, and arithmetic need special atten- 
tion from the point of view of eliminations, additions, and new 
methods of treatment, with a view to vitalizing ■ the work more 
thoroughly as well as from the point of view of more nearly meeting 
the needs of individual pupils. 

The course of study is not printed but is issued in typewritten form. 
Pages that are modified from time to time are thus easily replaced. 

Courses of study exist at present in the grades in agriculture, 
arithmetic, domestic art, domestic science, drawing, geography, 
grammar, history, manual training, music, physiology, reading, spell- 
ing, and writing. In the high school, courses are worked out in botany, 
commercial lines, English, German, history, civics, Latin, manual 
training, algebra, geometry, music, physical geography, and physics. 

The method now being pursued in the development of the course 
of study is best illustrated by the subject of history. 

Procedure in Developing a Course of Study, Illustrated by 
THE Subject of History 

In making the course of study in history the principle that the best 
results can be obtained by "pooling" the efforts of teachers, scholars 
in the special subject, and school administrators has been followed. 
The following committee was appointed in the fall of 1910 by the 
superintendent to work out the course of study in history: 

O. H. Williams, Head of the History Department in the Bloomington High 

School, and Critic Teacher in History in Indiana University, Chairman 
Mary A. Kerr, Principal of the Department School SLxth, Seventh, and Eighth 

Grades and Teacher of History in the Eighth Grade 
Neva Carter, Teacher of History in the Sixth and Seventh Grades 
Ella Wilson, Principal of the Fairview Building and Teacher of History in the 

Fourth and Fifth Grades 
Margaret Snodgrass, Teacher of History in High School 
Elizabeth Gourley and Alma Bundy, Teachers of Geography in the Fifth, 

Sixth, and Seventh Grades 
H. L. Smith, Superintendent of Schools 

<. 123 



124 A Survey of a Public School System 

This committee met at regular intervals for one year, 1910-11, 
and at called meetings during the second year, 1911-12. The plan 
of procedure at the meetings is illustrated by the following sample 
programs. 

In connection with the first meeting, typewritten extracts as follows 
were put into the hands of all members of the committee and dis- 
cussed in a general way. 

The Elementary Course of Study 

From Dutton & Snedden, "The Administration of Public Education in the United States." * 

Principles applicable to the making of courses for elementary schools. The 
course of study should be: 

a. Related to life — the study, exercise, experience, habit, etc., sought should 

function in some physical, vocational, cultural, or social result that is 
worth while. 

b. Flexible, according to the characteristics of groups to be educated. 

c. Capable of utilizing the social and natural environment of the child which 

should be drawn upon for concrete materials, illustrations, and opportuni- 
ties for expression and experience. Recognition of this principle will 
tend to magnify the tentative and suggestive features of the course and 
will cause it to put a premium on resourcefulness and initiative. 

d. Adjusted so as to provide that education which is complementary to the 

educative influences of other agencies. What home, church, playground, 
shop, press, street, etc., do positively the school must supplement where 
desirable. What they do negatively the school must correct. 

e. Integrated in its final effects. Pupils must necessarily get information and 

skill piece at a time, but in the end each pupil's education should be in- 
tegral in character. 

/. So detailed and flexible as to permit the teacher much freedom whfle giving 
fullest guidance. It should indicate prescribed, alternative, and optional 
work and in connection with each unit of division specify by pages both 
the texts and the supplementary reading which may be followed. Value 
of topics should be suggested by stating the approximate time of the term 
that each should receive. Some will be major subjects and some minor. 

g. Dynamic or progressive. It should be changing from time to time in the 
light of experience with it. 

h. Adjusted so as to reflect local initiative and central control and approval. 

From Teachers College, Columbia University, Extension Syllabi, Series A, No. 23.* 

Aims Commonly Proposed 

a. Discipline — training of the memory, the imagination, the judgment. 

b. Culture — " Enriching the humanity of the pupil." 

c. Inspiration — furnishing ideals of conduct, patriotism, social service. 

d. Practical knowledge — teaching pupils how to act in the {^resent. 

e. Illumination of other studies, especially literature and geography. 
/. The cultivation of a taste for historical reading. 

g. The exploration of the present — nothing in the world to-day really intelligi- 
ble apart from its history. 
Special Modern Emphasis upon the Social Value of History 
a. An application of a general point of view in education. 
b^ Special demands upon history. 

1. Must show in the form of concrete examples what society is and how 

it works. 

2. Must give a "vivid and intense realization of social duties and obliga- 

tion." 

* Reprinted by permission. ^ 



•I 



The Course of Stiidy 125 

The History Program for the Elementary School 

1 . The Preparatory Period — the First Three or Four Years 

a. Myths, fairy tales, fables, Oriental, Greek, Roman, later European. 

Some use of American folk lore. 

b. Simple biographies from American or world history. May or may not be 

arranged chronologically. 

c. Stories connected with anniversaries, birthdays, Thanksgiving, Christmas. 

d. Stories from the Bible. 

e. Stories from primitive life. 
/. Stories of invention. 

g. Stories from local history. 

h. Various studies of a geographical or sociological character. 

i. Several of these types of material may be represented in a single program. 

j. Some schools carry this kind of work into higher grades. 

2. The Intermediate Stage — Fifth and Sixth Years 

a. Beginning of text-book instruction. 

b. More attention to chronological order and geological setting. 

c. Subject: Ancient history, the Middle Ages, English history, American 

history. Chief emphasis on American history. 

d. Material usually biographical. 

e. Some schools begin this stage of work in the fourth 3'ear. 

3. The Last Two Years 

a. Subject usually the United States. 

b. The subject often divided: 

1. Colonial period for the seventh year. 

2. Later period for the eighth year. 

c. Some schools have English history in the seventh year. 

d. Civics frequently combined with history, especially in the eighth year. 

e. Occasionally some Greek and Roman or general European history in one 

or both of these years. 

From abstract by J. W. Riddle on History in the Elementary School Curriculum. 

I. The Problem Stated 

1. To have the child amass a store of historical data, so arranged and classi- 

fied as to show causal relationship. 

2. To have the child on leaving the elementary school feel something of the 

spirit of history, and have a deep and sympathetic instinct in human 
progress and development. 

3. To adapt the material of history to the child in such way that he may 

acquire the historical sense and perspective. 

II. Some popular views concerning method, and the organization of material 

L The Herbartian views — In history teaching character building is to be 
the direct aim rather than patriotism, as the latter is sure to follow the 
former. 

2. The Culture Epoch theory — That there is a parallelism of general phys- 

ical traits and functions between racial and individual developm nt. 

3. The Source Method — History is based upon documents; and the teach- 

ing which does not raise this fact into prominence in the mind of the 
student is as radically defective as the teaching of literature would be, 
if it ignored the masterpieces. 

4. Chronological development — This method begins with the primitive 

race, and follows the development of civilization through the successive 
stops which it has actually taken. 

III. Conclusions made from an examination of forty courses of study. The con- 

census of opinion among schools seems to be: 
L That primitive life, national holidays, and legend and story should be 
the dominant factors in making the course of study for the first and 
second years. 



126 A Survey of a Public School System 

2. That pioneer stories, tales of adventure, classic and Norse m3'ths and 

biography should constitute the work provided for third, fourth, fifth, 
and possibly the sixth grade. 

3. That European history, if introduced at all, should be in the sixth year. 

4. That the time of the seventh and eighth grades should be given to a seri- 

ous study of American history 

At this first meeting also there was distributed to each member of 
the committee a copy of the following outline of points that would 
have to be decided in connection with the making of a course of study 
in history: 

1. Aim 

2. Definition or concept 

3. Organizing principles 

4. Place in course, where begin? end? Per cent of time given to the 

subject 

5. Extent of directions to teachers 

a. Outlines of topics 

b. Problems suggested 

c. Amount of work 

(1) Prescribed 

(2) Alternative 

(3) Optional 

6. Correlation 

a. With literature — continuous or differentiated 

b. Geography — sequences 

(1) Determined by 

(2) Preceded bv 

(3) Parallel with 

c. Language 

d. Arithmetic 

e. Constructive activities 
/. Civics 

g. Music — national songs, etc. 

7. Content 

a. Local history 

(1) Content 

(2) Approach to world history 

b. World history 

c. United States history 

d. Current events 

8. Civics 

a. Content 

b. Place in course 

9. Methods 

a. Concentric circle 

b. Chronological 

c. Culture epoch 

d. Spiral method 

e. Biographical 
/. Type study 

g. Laboratory (source book) 
h. Problem 



The Course of Study 127 

10. Books 

a. Text 

b. Supplemental 

c. Reference 

11. Sources 

12. Aids to teachers 

a. What should they be? 

b. Should they be catalogued? 

13. Maps and charts 

With the work of the first meeting as a background, a second meet- 
ing was called for December 15th. The work of that meeting was 
outlined as follows: 

The committee on the course in History and Civics will meet with the superin- 
tendent at the Central Building on Thursday, December 15th, at four o'clock. 
Topic : 

Principles Underlying the History Course 
I. Special discussion of recent attempts to solve the problem 

1. Recommendations of the Committee of Eight on History in the Elemen- 

tary Schools. 

a. Grades One to Four Miss Wilson 

b. Grades Five and Six Miss Gourley 

c. Grade Seven Miss Carter 

d. Grade Eight Miss Kerr 

2. Tentative Report of the Committee of Five on History in the Secondary 

Schools. 

a. Ancient and Mediteval Europe Miss Snodgrass 

b. Mediaeval Europe and America Mr. Williams 

n. General discussion of "Aims in History Teaching." Helpful suggestions wiU 
be found in the printed Courses for City Schools in Educational Seminar 
Room, Library, Indiana University. 

The following will be found especially suggestive: 

a. Minneapolis, 1905 

b. Lincoln, Nebr. 

c. Hartford, Conn, (good for reference) 

d. Philadelphia, Pa. 

e. Portland, Ore. 

/. Speyer School, New York City 

g. San Francisco, Cal. 

h. Indianapolis, Ind. 

i. Oakland City, Ind. 

j. Clinton, Ind. (good for local history) 

k. Salt Lake City, Utah (for dramatization in history) 

The following courses of study give references in history: 

a. Louisville, Ky. 

b. Superior, Wis. 
c Baltimore, Md. 

d. Leadville, Colo. 

e. Indianapolis, Ind. 

/. Dekalb Normal School, Illinois, good example of working History and 

Geography together 
g. Butler, Pa. 
h. New Haven, Conn. 
i. Richmond, Ind. 



128 A Survey of a Public School System 

At the close of this second meeting the essence of the discussion 
was briefly summarized in the following statement which was later 
typewritten and distributed to each member of the committee for 
future reference. 



A Concensus Upon Some Fundamental Conceptions Underlying the 
Course in History 

1. The Aim. — Stated broadly, the aim in history instruction is to furnish the 

pupil with equipment for completer living. More narrowly, the aim is to 
socialize the child by bringing him into sympathetic and intelligent appre- 
ciation of the best elements of our civilization. 

2. The Definition or Concept. — Our concept of history is necessarily complex. 

It includes the idea of the unity of mankind, of evolution or development, 
and comprehends all phases of human activity, whether social, political, 
industrial, religious, or intellectual. In its method, at least, history is 
scientific, a science, not of observation, not of experiment, but of criticism. 
A good working definition is that of Bernheim's: "History is the science 
of the development of men in their activity as social beings." 

3. Organizing Principles. — The principle underlying the selection, subordina- 

tion, and arrangement of historical facts is the growth of men in institu- 
tional ideas, of which there are five dominant ones. 

4. Place of History in the Course. — Some history instruction is given in all 

the eight grades and in three of the four years of the high school. In 
Grades One and Two it deals with primitive life, myths, folklore; in Grades 
Three and Four, with heroic characters; in Grade Five with Greek and 
Roman life; Grade Six, European, with English as the core; Grades Seven 
and Eight, American history and elementary civics. 

The work of the third meeting is illustrated as follows: 

The Teachers' Committee on Course of Study in History will meet at the Super- 
intendent's oftice at 4: 00 p.m., on Friday, January 23d. Continuation of the topic, 
"Fundamental Conceptions Underlying the Course in History." 

The following plan of discussion will be adhered to: 

1. Discussion of problems of adapting history to children in the elementary 

schools. 

a. Degrees of difficulty found in historical facts and its application to 

History for children Miss Carter 

b. History as determined by text-books for upper grades Miss Kerr 
Reference: Teachers College Record, November, 1908 

2. Round-table discussion of "Some things that need to be decided in the 

making of a course of study in history." 

a. The aim Miss Bundy 

b. Definition of concept Miss Snodgrass 

c. Organizing principles Miss Wilson 

d. Place in course Miss Gourley 

e. Extent of directions to teachers Mr. Smith 

Reference: 

Courses of Study ior City Schools — Educational Seminar, Library, Indiana University 
Columbia University Extension Syllabus, Series A, No. 23 
Report of Committee of Eight 

3. Brief discussion of report of Committee on Local History in the Public 

Schools. (Ohio Valley Historical Association) Mr. Williams 



The Course of Study 129 

The following summary of the first part of the meeting of January 
23d illustrates the working agreement reached by the committee: 

Problem of Adapting History to Children in the Elementary School: 

1. Gradation of historical facts based upon the degree of difficulty in appre- 

hending them. 

a. Simplest facts are material — how men looked, what their environment 

was like. 

b. More difficult facts are deeds and actions — what men did in the past. 

c. Still more difficult are the thoughts, feelings and motives that moved 

men to act. 

d. More difficult still are collective facts — those relating to social condi- 

tions and activities, to men acting together in institutions. 

e. Facts of cause and effect — of how one event led to another — present 

in some aspects the greatest degree of difficult}'. 
A common characteristic of historical facts is that they are localized — in 
time and place. Just how definitely a fact is to be localized presents 
another difficulty. 

2. Application of this progression in degree of difficulty to history for children- 

a. Material aspects of the past must furnish the foundation. Impres- 

sions of men's appearance and surroundings may be created by 
means of: 

(1) Material remains of neighborhood (local history); 

(2) Pictures, casts, models, and the like. 

b. Particular acts (of their own or of their elders) must furnish the basis 

for impressions of what men did. These may be supplemented by 
word-pictures and stories concretely told. 

c. Similarly, children must be led to think and feel of particular men and 

actions as those men themselves did; e.g., by 

(1) Dramatization of history; 

(2) Writing imaginary letters; 
' (3) Keeping fictitious diaries; 

(4) Reciting famous speeches; 

(5) Writing papers giving personal preferences. 

d. Collective facts can only be presented by similar use of details, of par- 

ticular instances: 

(1) Actual examples of such facts; 

(2) Statistical tables or tabulations. 

3. History as determined by text-books in upper grades. Chief defects of these 

text-books is evident dread of "leaving something out sufficiently to 
afford space to put something in." Other notable defects. 

a. Full treatment of relatively simple topic, brief mention of more diPncult 

facts. "The principle is that the way to make a thing elementary 
is not to say much about it." 

b. Mere collections of names and dates, — generalized statements with 

no basis in concrete detail. 
Proposed remedies: "The text-book for the average elementary school 
should be a repository of concrete examples." The teacher is to supple- 
ment the text by filling in the background. Other books are to supple- 
ment the text. Duplicates for class supply should always be furnished. 

Later in the year members of the committee were made chairmen 
for larger committees, each committee having for its work the 
detailed outline for some one special grade. As a guiding reference 
each chairman had a complete file of all the preliminary work accom- 



130 A Survey of a Public School System 

plished by the original committee. The outlines completed by these 
several committees were finally reviewed by the original committee. 
An outline of the course as finally adopted follows: 



History in the Elementary Grades 
Grades I-III: 
Aim: 

1. To teach the facts which supply an imaginative background for a later inter- 

pretation of history. 

2. To develop the power to imagine events in the past. 

Methods: 

1. Story telling by the teacher. 

2. Oral reproduction by the pupil. Teacher should first 

a. Present the story continuously; 

b. Have children express its thoughts; question and stimulate children's 

questions; 

c. Follow with children's oral reproductions. 

3. Simple dramatization of stories. 

Outline of Course: 

Material suitable for the grade that supplies an imaginative background for the 
later interpretation of historical material: 

1. Fables, fairy tales, folk stories, nature myths. 

2. Stories of pioneer life and the Indians. 

3. Simple stories of local pioneer historj'. 

4. Stories and simpler facts connected with holidays and anniversaries. 

5. Bible stories from patriarchal times. 

Grades IV-V: 

Aim: 

1. To teach the facts and stimulate interest in the achievements of individual 

leaders. 

2. To develop an understanding of the significance of individual achievements 

in relation to great historical events. 

Methods: 

1. Story telling by the teacher. 

2. Reading of stories by the teacher and by the class. 

3. Oral and written reproduction by the pupils. 

4. Silent reading from supplementary texts by pupils. 

5. Simple dramatization. 

6. Location of countries and important cities in relation to pupils' homes, and 

simple placing in time periods of heroes and places. Study development 
of sequence of time. 

Outline of Course: 

1. Material of the grades preceding, the treatment being extended, especially 

as regards holidays and anniversaries. 

2. Stories from myths and legends and leaders of Greece and Rome. 

3. Stories of explorers, discoverers, inventors, chiefly from American history. 

4. Bible heroes and characters (from the Old Testament). 

Grade VI: 

Aim: 

1. To teach the simple facts of English history, particularly those connected 

with early American history and institutions. 

2. To develop the idea of connected historical events ; the power to compre- 

hend historical growth. 



The Course of Study 131 

Methods: 

1. Oral and silent reading by pupils from text-books. 

2. Organization of facts by topical outlines by pupils with help of teacher. 

a. Recitation from topics made by teacher and pupils working together. 

b. Oral and written review by topics. 

3. Development of place and time sense by use of maps and dates. 

Outline of Course: 

1. Material from Grades IV and V enlarged and extended. 

2. Stories from English history from Roman days to middle of the 18th century, 

supplemented by stories of the Middle Ages which emphasize continental 
relations. 

3. Local history by topics. 

Grade VII: 

Aim: 

1. To teach the facts connected with the early colonial and pre-revolutionary 

period in America, the establishment of the national government, and 
the beginning of national growth. 

2. To develop the power to see cause and effect in history; the ability to appre- 

ciate international relations in history. 

Methods: 

1. Independent study by topics and making of topical outlines developed 

gradually. 

2. Recitation in class: 

a. Chiefly continuous topical recitations from daily lessons. 

b. Supplemented by brief recitations in response to questions by teacher. 

c. Longitudinal review of special topics. 

d. Written treatment of selected topics. 

3. Sketching maps and charts and frequent reference to them in class. Data 

taken from text and printed maps. 

4. Reference reading to supplement the text. 

5. Drill on dates and events. 

Outline of Course: 

\. Review Grade VI by topics. Very brief treatment. 

2. Significant facts in American history from Columbus to 1815, and related 

events in European history. 

3. Local history by special assignment to groups. 

4. Civil government: 

a. Beginning of local, state, and national government. Declaration of 

Independence, Articles of Confederation and Constitution. 

b. Biscussion of elections in city, state, and nation. 

Grade VIII: 
Aim: 

1. To teach facts in United States history with special reference to development 

along certain lines: political, economic, educational, international, indus- 
trial, commercial, and scientiiic. 

2. To develop the power to see cause and effect as related to growth of institu- 

tions; a knowledge of the growth of the United States as a World power. 

Methods: 

1. Similar to Grade VII. 

2. Systematic longitudinal review of related events and growth of institutions 

in American history, tracing each movement from earliest beginnings and 
developing effect on present-day conditions. 

Outline of Course: 

1. Review Grade VII by topics. Emphasis upon longitudinal treatment. 

2. Significant facts in economic, social, intellectual, political, and religious life 

from 1815 to the present day. 



132 A Survey of a Public School System 

3. Current events from newspapers and magazines. 

4. Civil government : 

a. Discussion of election returns in cit}', state, and national elections and 
duties of officers chosen. 

5. Civics: The Community and the Citizen. 

History and Civics in the High School 
Aims: 

Second Year: The Ancient World and Mediccval History to 1648 

1. To teach scientifically the basic facts in the civilization of the Ancient World 

and in the life and institutions of the Middle Ages and early Modern 
History. 

2. To develop an understanding of fundamental ideas in government, religion, 

art, industry, and social life; to acquaint the student with the beginnings 
of human institutions as embodied in simple forms; to discover and 
properly evaluate specific contributions of the Ancient and Mediteval 
Worlds to modern life; to familiarize the student with human personality 
and its part in human progress; to develop the power to gather and or- 
ganize historical facts and to reason from them to definite conclusions. 

Methods: 

1. Topical treatment, of subject. Historical narrative analyzed into move- 

ments, accounts of institutions, features of civilization, and the like. Each 
aspect of a movement or institution forms a separate topic and a topic 
constitutes a lesson unit. 

2. Full outline of topic given by teacher together with references for reading 

and map work. 

3. Special oral report by students upon special assigned subjects closely related 

to the topic for the day. 

4. Half-page written theme on a concrete subject. 

5. Permanent note-book exercises: 

a. Topical or chronological outlines. 

b. Tabulations of groups 'of related facts. 

f . Summarizations of periods and movements. 
d. Biographical sketches of type characters. 

6. Daily supplementary reading in the library: 

a. One parallel account. 

b. One specialized treatment. 

7. Report upon reading by outline in temporary note-book. 

8. Outline maps filled in: 

a. Physical. 

b. Colonization. 

c. Territorial expansion. 

d. Roads and military defenses. 

e. Routes of invasions and marches. 

/. Centers of art and culture, religious life, and industry. 

9. Reading of historical fiction. Report outside the class hour. 
10. Current history at intervals. 

Outline of Course: 

History I. Civilization of the Ancient World to 800 A.D. 

1. Brief sketches of primitive men. 

2. Oriental beginnings. Chief contributions to the Ancient World of the follow- 

ing people: Babylonians and Assyrians, Egyptians, Hebrews, Phoeni- 
cians, and Persians. 

3. The civilization of Ancient Greece. 

a. The land of the Greeks. 

b. The Greeks in Homeric times. 



The Course of Study 133 

c. Mycenean culture. 

d. Greek colonization. 

e. Athens under Pericles. 

/. Spread of Hellenism to the East. 

4. Roman life and culture. 

a. Land of Italy. 

h. Roman origins and early institutions. 

c. Roman expansion through the Mediterranean World. 

d. Decline of the Republic. 

e. The Early Empire: first two centuries. 
/. Christianity and the Empire. 

g. Contributions of Greece and Rome to civilization. 

5. Transition to the Middle Ages. 

History II. Mediaval Europe 800 to 1648 

1. Review of what the Middle Ages started with. 

2. Origin and development of characteristic mediaeval institutions: 

a. The Church. 

b. Feudalism. 

c. Empire and papacy. 

3. The life of the Middle Ages: the peasants, the nobles, the townsmen. 

4. Origin and influence of continental movements: 

a. The Crusades. 

b. The rise of monarchic states (emphasis upon England). 

c. The Hundred Years' War. 

d. The Renaissance. 

e. The Reformation. 

5. The wars of religion: the struggle for control. 

Aims: 

Third Year: Modern Europe and Modern England 

1. To teach in a scientific way the facts of the history of Western Europe and 

of Great Britain in the seventeenth, eighteenth, nineteenth, and twentieth 
centuries. 

2. To develop an understanding of the forces and factors in the making of 

modern Europe, especially of Great Britain, with stress on the growth of 
the British Empire; to give a background for an intelligent understanding 
of American life and institutions; to familiarize the student with the 
use of books, and to cultivate a taste for historical reading; to train in 
the ability to do simple and elementary research, and to express the results 
in clear, simple, and forceful language. 

Methods: 

1. Topical treatment as before. More extended topics. 

2. Oral reports by pupils upon special aspects of modern life and institutions. 

3. Written themes upon topics connected with the origin and growth of institu- 

tions. Independent judgment to be encouraged in stating conclusions. 

4. Note-book work of previous grades enlarged and extended. 

5. Daily supplementary reading in library: 

a. Fuller parallel account. 

b. Sources and specialized treatment. 

6. Map work of previous year continued. 

7. Reading of historical fiction appropriate to the field. 

8. Constant and regular use of current history. 

Outline of Course: 

History III. Modern Europe. 1648 to date 
1. International epochs and relations. 

a. Age of Louis XIV, 1643-1715. 

b. Colonial expansion and rivalry, 1715-1763. 

c. Age of Frederick the Great, 1740-1786. 

d. French Revolution and Napoleonic Era, 1789-1815. 



134 A Survey of a Public School System 

2. Reaction, revolution, and growth of democracy in the 19th century. 

3. Expansion of Europe in the 19th century. 

4. The Near East and the Far East. 

5. Revolution in the Twentieth Century. 

6. Advance in science and social organization. 

History IV. Modern England. 1603 to date 

1. Struggle for constitutional government in the 17th century. 

2. Growth of the British Empire. 

a. English settlements in America. 

b. French and English struggle for control. 

c. System of colonial administration. 

d. Movement for federation of Empire. 

3. Growth of Parliamentary and cabinet government. 

4. The American Revolution and French Revolution. 

5. The Industrial Revolution. 

6. The Reform Movement of the 19th century. 

7. The growth of democracy in the 19th century. 

8. Social and industrial problems of to-day. 

Aims: 

Fourth Year: American History and Civics 

1. To teach truthfully the facts in the growth of the American nation and the 

fundamentals in state and national civics. 

2. To develop an understanding and an appreciation of the elements in the 

making of the American nation; to awaken civic consciousness and create 
and promote civic ideals. 

Methods of Work: 

1. Topical treatment continued. Emphasis upon longitudinal topics. 

2. Extended oral reports by students upon topics related to American life and 

institutions. 

3. Brief preliminary survey of narrative history; more intensive study of the 

field by topical treatment. 

4. Written theme expositions of some length upon topics requiring inde- 

pendent judgment: 

a. Materials gathered and organized. 

b. Outline and bibliography submitted for approval. 

c. Theme written from outline and from notes. 

5. Map work and note-books continued and extended. 

6. Term thesis upon Civics Topic. 

7. Constant and regular study and use of Current History for illustration and 

application. Based upon reading of newspaper and magazine. 

8. Further reading of historical fiction. 

Outline of Course: 

History V. The Making of the American Nation, 1760 to 17S6 

1. The struggle for independence. 

2. The Confederation and the critical period. 

3. The formation of a Federal Union; the Constitution. 

4. Beginning of national life, 1789-1815: 

a. Organization of the government. 

b. Relations of the new nation with foreign powers. 

c. Jeffersonian democracy. 

d. Second war with Great Britain. 

5. National development and expansion, 1815-1876: 

a. Economic and political reorganization, 1815-1837. 

b. Slavery and sectionalism, 1837-1856. 

c. Secession and Civil War, 1856-1865. 

d. Reconstruction and reunion, 1865-1876. 



The Course of Study 135 

6. Structure and organization of state and federal government and relations be- 
tween the two spheres of government. 

History VI. Economic, Social, and Civic Problems i8j6 to date 

I. American Nation. 

1. Industrial expansion since the Civil War. 

2. Economic problems growing out of this expansion. 

a. The tariff: attempts to reduce the tariff. 

b. Currency and banking. 

c. Combinations of labor and capital. 

(1) The labor unions. 

(2) The growth of trusts. 

(3) Contests between labor and capital. 

3. Political problems since the Civil War. 

a. Party contests: growth of opposition. 

b. Civil service reform. 

c. Relations with foreign powers. 

II. Civics. 

1. Separate study of civic problems after the study of the history of the nation. 

a. Problems of municipal government. 

b. Problems of suffrage and the ballot. 

c. Industrial problems. 

d. Taxation and monetary problems. 

e. Conservation of national resources. 

2. Close study of current history in state and nation. 

Outside Reading in Historical Fiction 

Choice of Books. — An approved list of books in historical fiction follows. Each 
student is required to read the books in the field of history carried. A minimum of 
sixty (60) points is required for graduation in history. 

Examination of the Reading. — Students may pass an oral examination on the 
books read by previous arrangement with the teacher in charge. 

Approved List of Books. — The following books are on the rental list. The list 
may be extended at the option of the teachers. 

History I. Greek Points 

Church, Story of the Iliad 4 

Church, Story of the Odyssey 4 

Church, Three Greek Children 3 

Ebers, Uarda (Egypt) - 5 

Ellen Palmer, Three Greek Children 2 

Homer, The Iliad 10 

Homer, The Odyssey 10 

History II. Roman 

Church, Roman Life and Story 7 

Davis, A Friend of Caesar 5 

Kingsley, Hypatia 10 

Lytton, Last Days of Pompeii 5 

Macaulay, Lays of Ancient Rome 2 

WaUace, Ben Hur 9 

History III. Mediaeval 

Crawford, Via Crucis 5 

Davis, God Wills It 5 

Hewlett, Richard Yea and Nay 4 

Reade, The Cloister and the Hearth 15 

Scheffel, Ekkehard 5 

Scott, The Talisman 4 



136 A Survey of a Public School System 

History IV. Modern Europe 

Charles, The Chronicles of the Schonberg-Cotta Family 8 

Davis, The Friar of Wittenberg 5 

Dumas, The Three Musketeers 8 

Hugo, L'An '93 5 

Muhlbach, Frederick the Great and his Family 5 

Porter, Scottish Chiefs 5 

History V. American Colonial 

Alden, Betty Alden 7 

Alden, Standish of Standish 6 

Caruthers, Cavaliers of Old Virginia 4 

Churchill, Richard Carvel 4 

Doyle, The Refugees -. . 4 

Hawthorne, In Colonial Days 5 

Johnston, Prisoners of Hope 4 

Johnston, To Have and To Hold 4 

Kingsley, Westward Ho ! 10 

Madison, Colonial Maid of Old Virginia 4 

Stoddard, On the Old Frontier 4 

Thompson, Green Mountain Boys 5 

Wallace, The Fair God 5 

History VI. American Nation 

Bachellor, D'Ri and 1 3 

Carleton, One Way Out 4 

Churchill, The Crossing 4 

Churchill, The Crisis 4 

Civil War Stories from St. Nicholas 3 

Ford, Honorable Peter Sterling 3 

Fox, Little Shepherd from Kingdom Come 4 

Page, Red Rock 4 

Sewell, Little Jarvis 2 

Stowe, Uncle Tom's Cabin 3 

Washington, Up from Slavery 3 

Wright, Winning of Barbara Worth 4 

The course was completed during the year 1910-11. During the 
following year some of the weak points in it were strengthened. By 
the opening of the school year 191 2-13 it was felt that the course 
should be in pretty good working order. Consequently it was thought 
advisable for the critic teacher in history and the superintendent of 
schools to visit all classes in history in the fifth, sixth, seventh, and 
eighth grades in the city. After these visitations the work observed 
was discussed between the critic teacher and the superintendent and 
a program for a general meeting of all the teachers observed was pre- 
pared. After this general meeting individual meetings were arranged 
whereby each teacher observed was informed both concerning the 
strong points and the weak points of her work. 

The formal report made by Mr. Williams somewhat later is as 
follows: 



The Course oj Study 137 

SuPT. H. L. Smith Bloomington, Indiana, 

Bloomington Public Schools December 31, 1913 

Bloomington, Indiana 

My dear Mr. Smith: 

Our visitation of your departmental teachers of history and civics was so planned 
as to render possible a more thorough and intensive study of the work than is often 
practicable in such surveys. As you know, we observed every teacher in these 
grades through an entire recitation period, and in some cases through two or 
more such periods. It was understood by the teachers, I believe, that the work 
during these visits should be the regular and usual class work. Accordingly, the 
teaching observed was taken to be typical of the kind done in the field by this 
group of teachers. 

On the whole, the teaching observed is marked by a high degree of efficiency. 
An atmosphere of cheerful and helpful work is everywhere in evidence. Sym- 
pathy and hearty co-operation characterize the relations of teachers and pupils. 
The responses of the latter are natural and free and show little of the conventional 
school-room attitude. History is properly made an instrumentality in the prepara- 
tion of these boys and girls for "social efficiency." 

At the general or group conference, held at the close of the visiting, a discus- 
sion of values and aims which should dominate the teaching of history preceded 
a "round table" on proper methods of teaching the subject. An exchange of view- 
point and experience proved mutually helpful to every teacher present. Many 
questions relating to the problems of the teaching of history were proposed and 
discussed informally. The teachers, in this conference, manifested an alertness 
and receptivity which indicate a fine professional attitude. To my mind, this 
sort of exchange teems with possibilities of fruitful suggestion. In the main, I 
regard this conference as the most helpful feature of the visitation. 

As a basis for further work along this line and to make more tangible the results 
of the surve}' I respectfully submit herewith a summary of impressions and recom- 
mendations bearing upon the history work in these grades. 

In making suggestions with a view to strengthening the work, even where it 
is already done well, one needs always to bear in mind fundamental assumptions 
as to values and aims in teaching a subject. Without entering minutely into this 
point, or undertaking a full analysis of the educative value of history, we may say 
that the central aim of history teaching is now recognized as social. "We believe 
that a leading aim in history teaching is to help the child to appreciate what his 
fellows are doing and to help him to intelligent voluntary action in agreement or 
disagreement with them," says the Committee of Eight. McMurry voices the 
opinion, when he says, "To give a vivid and intense realization of social duties 
and obligations is the essence of the best history instruction." In a word, our 
task as teachers of history is to develop an appreciative understanding of the 
organized society of which the pupil is a part and so to help him that he may per- 
form with honesty and intelligence his duties as a citizen. 

The organized society of which the child is a part is a highly' complex thing. Its 
institutions, its movements and tendencies, its problems of growth, all have their 
roots far back in the past. To understand these the child must be led over the 
path of their earlier development, for no mind can comprehend a thing in its 
entirety by viewing it in its most advanced stage. Moreover, to help the child so 
he may ultimately perform adequately his duties as a citizen, he must be trained 
in those processes which a vital citizenship involves. In brief, these are the power 
to analyze social situations, to "reduce them to their simpler and typical elements," 
to determine with some degree of definiteness the factors which enter into them 
and the probable consequences flowing from them. 

This gives the cue to the fundamentals of method in teaching history. First, 
there must be a certain amount of drill on subject matter, through primary pres- 
entation, review, and written work. Second, there should be training in the 
art of gathering data from books and other sources at hand. Third, there should 
be constant weighing of facts, balancing of arguments for and against a policy, 
and passing judgment upon the soundness of a policy or viewpoint. The last is 
the more vital and fundamental operation in good history teaching. 



138 A Survey of a Public School System 

If I were to attempt to summarize the problems of teaching history in these 
grades, I should wish to emphasize the following points: 

1. History teaching is primarily concerned with training the judgment in deal- 

ing with social data, and only secondarily with mere fact-gathering, as 
such. This is its peculiar discipline. From the peculiarly human char- 
acter of its material, its conclusions are always approximations, never 
the exact, logical inferences of mathematical reasoning. They are not 
to be clothed in technical phraseology, as in natural science, or in terms of 
fine distinction in meaning, as in a language study. The teacher should 
avoid straining for answers in terms of his own thinking; rather he should 
allow the pupil to find his own words to clothe his ideas. 

2. History teaching should aim to deal with economic and social aspects, and 

not political alone, for these are more potent factors in the life of the pres- 
ent than are political or religious phases. Hence, the teacher will need 
to go beyond the text for much of her material. Gleaning from supple- 
mentary accounts needs to be constantly encouraged. 

3. History teaching in the grammar grades should be made as concrete as the 

facilities will allow. At best, the material is abstract and remote from 
experience. Concrete examples should be given to illustrate facts of 
growth, movement, settlement, agreement. Where possible the material 
should be visualized. The blackboard for diagrams, outlines by main 
heads, sketch maps, crude drawings; the wall map for locations, position 
of boundaries, physical features; pictures for vivid impressions of cos- 
tume, weapons and armor, buildings, walls, art creations; all are to be 
manipulated skillfully and at every turn. 

4. History teaching should center itself about certain focal points in every 

lesson. The lesson should not only have unity but close organization as 
well. The main facts should stand out prominently^ in the presentation, 
so that children may carry away definite ideas and a true perspective. A 
good way to accomplish this is by use of the "topical" treatment. A 
pupil develops the topic, others adding to or commenting upon the treat- 
ment. Discussions follow upon questions of policy, worth, wisdom, truth- 
fulness, and so on of the issue under view. The teacher leads and directs 
the thinking by skillful questioning. Simple problems may be set in assign- 
ing the lesson. 
These are a few of the more important and central aspects of the problem of 
efl&cient history instruction. Some of them are common to other studies, perhaps, 
but aU are vital to this great socializing subject. 

If I were to add, by way of supplementing the foregoing statement, an analysis 
of the weak points in the actual teaching of history in your departmental grades, 
I should wish to sum it up in this way: 

First, there is a noticeable tendency to ignore the concrete and visualized ele- 
ments in teaching the subject. Maps, pictures, charts, diagrams, reference to 
sources, except in the advanced eighth grade, are conspicuous by tiaeir absence. 

Second, the emphasis is too often placed upon the facts as such, rather than 
with the exercise of the judgment in dealing with the facts. Effective drill and 
review are in evidence, but the more valuable aspects of analyzing situations 
and drawing conclusions are slighted. Here again, I must make exception of the 
advanced class in eighth grade history and civics. 

Third, some formalistic teaching, emphasis upon form of expression and mode 
of thinking, is observable in a few cases. The rich content is thereby lightly treated 
or neglected. 

Finally, more attention to the social and economic factors in the nation's growth 
is needed. Of course the teacher is limited to a degree by the material of the text- 
book, and text-book writers have so far neglected these important phases. But 
the teacher should seek at all times to supplement the text-book with other books. 
In conclusion, I cannot refrain from conveying something of my sense of grati- 
tude for the uniform courtesy and kindness extended 'me in this work by the 
teachers and principals, as well as the superintendent. Truly, it was a work of 
mutual stimulation and suggestiveness. Sincerely yours, 

O. H. Williams, Critic Teacher in History 



The Course of Study 



r Li W H I 'y 



MOOOO'O 



VO O 






o 
H 



oooo oo oo 



0>-^ioC>POO>MO**tC>0\ O'^ c>< 



139 



Pil 






*^ ir^o ^ o'o'b'o'b'o o 



^ ^ o'o'o'b'b'b o 



fc» H .2 

Oh '-' •- 

O, ^ O 

H >< lu 



a 





& 


Lh 


^ 


e • 


M 


n 


W 


H 


■^^ 




si 


t/3 



S,.<iJ?S,^.°9o °ST° 



OO'noOoOOOO 



lOi^OmOouiOOO 



jO OwidOioOoO 






0000 000000 o 

ly-j O O 10 O »/^^ \0 O O o 



, o o "1 00 



u S 

rn U 



■£ >> 






s ,° 






=S fe ui 
I- ? JP 

■o o >. 






o 



O — 



C a, 



& = 



H >< o :■■••>. >. 

u «'-:3 . : : « -^ M . ^.^ 



m 



o c ■ 



^ ^ z 



-G *=! =^.5 
•U M-li S 

n c "i o 

"'■?:^" 

.54; 0.2 

— 's =* e 

r3 ™ '^ C 
O O-S t. 

BMOO 






CHAPTER VI 
ACHIEVEMENT OF PUPILS 

I. Arithmetic. Indianapolis Tests 

ABSTRACT ARITHMETIC TESTS 

The problems used for these tests were problems made out by the 
supervising principals in the Indianapolis schools seven, eight, and 
nine years ago. Considerable thought was given to the grading of 
the problems, and they consequently serve as a good basis for com- 
parison. The different tests were given in Bloomington at various 
times from the fall of 1909 to the spring of 1914. Some of the tests 
were given by the superintendent and some by the teachers. Com- 
parisons are made of the results obtained under both conditions of 
giving the tests. The papers were corrected by the teachers and the 
results and original papers were handed in to the principals for 
checking and comparing. No credit was given for answers unless 
every figure in the answer was exactly right. 

The following set of problems was dictated by the superintendent 
October 15, 1909, and November 7, 19 13, according to the directions 
indicated. 

Abstract Arithmetic 

October 15, 1909 
Grade 3a 
Read once slowly and distinctly. 

1. Write in figures one hundred ten. 



2. 


Add: (Time, 2 minutes.) 
13 
65 
82 
37 
12 


3. 
4. 
5. 


2\^ less S(ji (Answers only). 

4 and 9. 

9 times 3. 3 times 7. 




140 



Achievement of Pupils 141 

Grade 4b 



Read once slowly and distinctly. 

1. Write in figures forty thousand, four hundred. 

2. Add: (Time, 3 minutes.) 

7 
39 
82 
38 
83 
38 
69 
29 
53 
89 

3. From 902 take 327. (Time, 2 minutes.) 

4. Multiply 6,859 by 4. (Time, 3 minutes.) 

5. Divide 23,906 by 3. (Time, 3 minutes.) 



Grade 4a 
Read once slowly and distinctly. 

1. Write in figures twenty-three dollars and seven cents. 
Write in figures two hundred eight thousand four. 

2. Add: (Time, 3 minutes.) 

182 
359 
423 
229 
259 
732 
992 
224 
856 
698 

3. From 111,086 take 10,877. (Time, 2 minutes.) 

4. Multiply 93,874 by 56. (Time, 3 minutes.) 

5. Divide 37,632 by 49. (Time, 3 minutes.) 



Grades 5b and 5a 
Read once slowly and distinctly. 

1. Write in figures twenty- three million seven thousand fifteen 

2. Add: (Time, 2 minutes.) 

634 
476 
574 
337 
784 
369 
992 
738 
697 
275 

3. Multiply 73,869 by 870. (Time, 3 minutes.) 

4. Divide 1,731,388 by 186. (Time, 4 minutes.) 

5. (3 + ?.| — 12 = ? (Time, 3 minutes.) 



142 A Survey of a Public School System 



Grades 6b and 6a 

1. Add: (Time, 3 minutes.) 

9367 



9768 
7998 
8876 
6669 
5998 
9747 
6959 

2. From 604.0906 take 206.10386. (Time, 2 minutes.) 

3. Multiply 690.78 by 7.098. (Time, 3 minutes.) 

4. Divide 1257.0373 by 1.97. (Time, 4 minutes.) 

5. (i X I) -^ (2| - If). (Time, 4 minutes. Write on board.) 



Grades 6b and 6a 

1. Write in figures nine million seven hundred thousand three hundred 

and two and five ten-thousandths. 

2. Add: (Time, 3 minutes.) 

4989 
7589 
6779 
4788 
8598 
8955 
9399 
5787 
9908 
5679 

3. Multiply 908.04 by 706.375. (Time, 4 minutes.) 

4. Divide 319,703.3 by .69. Carry to two places. (Time, 4 minutes.) 

5. (3^ X 2|) ^ (7i - 4x*5) = ? (Time, 4 minutes. Write on the board.) 



TABLE LXXXV 

Resuxts of Abstract Arithmetic Tests Given by the Superintendent, 
October 15, 1909, and November 7, 1913 



BtJiLDrNG Grade 

Fairview 3a 

McCalla 3a 

Central 3a 

All buildings combined.. 3a 

Fairview 4b 

McCalla 4b 

Central 4b 

All buildings combined. 4b 

Fairview 4a 

McCalla 4a 

Central 4a 

All buildings combined.. 4a 



Grade 


Grade 






Average 


Average 


1913 Gain 


1913 Loss 


1909 


1913 


OVER 1909 


OVER 1909 


73 


68 




5 


67 


83 


16 




75 


72.5 




2.5 


71 


75.7 


4.7 




77.6 


71.6 




6 


38 


71.7 


33.7 




58.8 


82 


23.2 




57.7 


74.3 


16.6 




59 


51.6 




7.4 


36 


66 


30 




21 


49 


28 




36.7 


56.7 


20 





Achievement of Pupils 



143 



Fairview 

McCalla 

Central 

All buildings combined 

Fairview 

McCaUa 

Central 

All buildings combined. 

Fairview 

McCaUa 

Central 

All buildings combined, 

Fairview 

McCalla 

Centiiral 

All buildings combined. 

Fairview 7b 1 

McCalla 7b }■ 

Central _. . . . . 7b J 

All buildings combined.. 7-b 

Fairview 7a 1 

McCalla 7a I 

Central 7a j 

All buildings combined.. J 



TABLE LXXXV (Canlinued) 




5b 


40 


47 


7 


5b 


26 


49 


23 


5b 


20 


41 


21 


5b 


28.6 


46.2 


17.6 


5a 


46 


63.3 


17.3 


5a 


36.3 


51.8 


15.5 


5a 
5a 


IMissing 
41.2 


44.9 

53.4 


12.2 


6b 


20 


60 


40 


6b 
6b 


Missing 
21 


35.3 
34.5 




6b 


20.4 


42.5 


22,1 


6a 
6a 


31 
30 


Missing 
46 


16 


6a 
6a 


35 
31.8 


Missing 
45.8 


14 



Reports by separate buildings missing 
31.2 42.4 11.2 

All summaries missing for 1909 



SXIMMARY OF TABLE LXXXV 

1. The teaching of the fundamentals seems not to have improved much during 
the four years in the 3a grade, where the results were good in 1909. 

2. In all grades except the 3a there was a marked improvement during the four 
years. 

3. The loss in the Fairview 4b and 4.A. grades is accounted for by the transfer of 
the 4b and 4a teacher, an excellent arithmetic teacher, to the 6b and 6a grades. 
The increase from 20 to 60 per cent in the 6b grade is accounted for in the same 
way. 

4. The McCalla building, which made distinctly the poorest showing of all 
the buildings in 1909, came to the front rapidly under the stimulus of comparative 
grades, as shown by the measurement of the results. 

The following abstract arithmetic test was given September 28, 
1909, and December 22, 1911, and December 17, 1913. September 
28, 1909 was the first time an examination had been given in the schools 
by the superintendent. The low grades made at that time can be 
explained partially from that fact. Since the 1909 test was given at 
the beginning of the term, the test for the preceding grade was used 
in every case. That is, the 6a test, as it appears in the accompanying 
list, was given September 28, 1909, to the yB's, while the same set 
of questions was given December 1911, and December 1913, to the 
6a's. This fact makes the comparison of results fairer. The grades 



144 -^ Survey of a Public School System 

as recorded for 1909 in the following results will be pushed down 
one grade. Results obtained from the ye's, for instance, will be 
recorded as results from 6a's because the 7B pupils in September, 
1909, were 6a's the previous term and were given the 6a test as 
7b's in 1909. 

Abstract Arithmetic 

Grade 3a 

December 22, 1911 

1. Write in numbers, two thousand one hundred ten; five dollars and 

five cents. 

2. Add: (Time, 3 minutes.) 

51 
34 
72 
14 
19 

3. Multiply 3789 by 4. (Time, 3 minutes.) 

4. From 382 take 293. (Time, 2 minutes.) 

5. Divide 46,893 by 3. (Time, 3 minutes.) 



Grade 4b 

1. Write in numbers, eight hundred seven thousand six. 

2. Add: (Time, 3 minutes.) 

363 
639 
813 
335 
963 
235 
976 

3. From 32,907 take 6,958. (Time, 2 minutes.) 

4. Multiply 68,790 by 48. (Time, 3 minutes.) 

5. Divide 612,637 by 7. (Time, 3 minutes.) 



Grade 4a 

1. Write in numbers, forty dollars and seventy cents; forty-three dollars 

and eight cents. 

2. Add: (Time, 3 minutes.) 

797 
276 
765 
656 
255 
646 
762 
437 
768 

3. From 91,111 take 8,927. (Time, 2 minutes.) 

4. Multiply 29,478 by 79. (Time, 3 minutes.) 

5. Divide 75,639 by 24. (Time, 4 minutes.) 



Achievement of Pupils 145 



Grades 5b and 5a 

1. Add: (Time, 3 minutes.) 

987 
849 
894 
789 
683 
979 
996 
895 
787 
999 

2. Multiply 96,087 by 478. (Time, 4 minutes.) 

3. From 904,215 take 764,408. (Time, 2 minutes.) 

4. Divide 139,059 by 196. (Time, 5 minutes.) 
5-3 + i ~ t\ = ? (Time, 2 minutes.) 



Grades 6b and 6a 

1. Add: (Time, 3 minutes.) 

6847 
9879 
5568 
4896 
7455 
3978 
8607 
6793 
2387 
7677 

2. From 508.069 take 99.1596. (Time, 3 minutes.) 

3. Multiply 97.86 by .8709. (Time, 3 minutes.) 

4. Divide 7165.985 by 7.9. (Time, 3 minutes.) 

5. (If — f ) + (1| X f) = ? (Time, 5 minutes after problem is written 

on board.) 



Grades 7b, 7a, 8b and 8a 

1. Add: (Time, 3 minutes.) 

9478 
6589 
4037 
7089 
6908 
4007 
7987 
6897 
8989 
4397 

2. From 80,091.25 take 8,099.067. (Time, 3 minutes.) 

3. Multiply 890.75 by 107.035. (Time, 3 minutes.) 

4. Divide 2438 . 690 by 27 . 4. (Time, 4 minutes.) 

5. (5i + 65) X (6| + 9J) = ? (Time, 5 minutes after problem is written 

on board.) 



146 A Survey of a Public School System 



TABLE LXXXVI 

Results of Abstract Arithmetic Tests Given September 28, 1909, 
December 22, 1911, and December 17, 1913 

1909 tests given by superintendent and igii and 1913 tests by teachers. All pupils, white and 
colored, included in 1911 and 1913 tests. Only white children included in 1909 test. 

Grade 1909 1911 1913 

3a 77.9 84.7 

4b 74.3 72.4 

4a 46.6 78 76.6 

5b 37.5 67.4 66.1 

5a 28.6 64.3 70.2 

6b 20.3 59.7 56.4 

6a 29.4 51.6 59.3 

7b 29.4 50.3 48.1 

7a 26 51 51.2 

8b 25.4 54.6 56 

8a 29.3 64.5 66.8 

The following abstract arithmetic test was given by the superin- 
tendent October 27, 1910, and March 19, 1914. 



Grade 3a 

October 27, 1910 
Read once slowly and distinctly. 

1. Write in figures one hundred nine. 

2. Add: (Time, 2 minutes.) 

36 
65 
53 
44 
67 
52 

3. From 987 take 453. 

4. Multiply 859 by 4. 

5. Divide 1296 by 3. 

Gr.ade 4b 
Read o)ice slowly and distinctly. 

1. Write in figures forty thousand, four hundred nine. 

2. Add: (Time, 3 minutes.) 

97 
39 
82 
38 
69 
29 
53 
89 

3. From 902 take 427. (Time U minutes.) 

4. Multiply 6,859 by 6. (Time 2^ minutes.) 

5. Divide 23,906 by 3. (Time, 3 minutes.) 



Achievement of Pupils 147 

Grade 4a 
Read once slowly and distinctly. 

1. Write in figures, four hundred two thousand seventy. 

2. Add: (Time, 4 minutes.) 

897 
276 
765 
656 
255 
646 
762 
437 
768 

3. From 111,086 take 10,877. (Time, U minutes.) 

4. Multiply 93,874 by 76. (Time, 4 minutes.) 

5. Divide 37,632 by 42. (Time, 5 minutes.) 

Grades 5b and 5a 

1. Add: (Time, 4 minutes.) 

987 , 

849 

894 

789 

683 

979 

996 

895 

787 

999 

2. Multiply 65,048 by 546. (Time, 4 minutes.) 

3. Write in figures twenty- three million, seventy thousand five. 

4. From 82,311,024 take 46,973,687. (Time U minutes.) 

5. Divide 2,753,296 by 364. (Time, 6 minutes.) 



Grade 6b 

1. Add: (Time, 3 minutes.) 

8989 
8589 
6779 
4788 
8598 
8955 
9399 
5787 
9908 
5679 

2. Multiply 96,587 by 478. (Time, 4 minutes.) 

3. Divide 139,059 by 196. (Time, 4 minutes.) 

4. 5f — If + 7|. Reduce fraction to lowest terms in answer. (Time, 5 

minutes.) 



148 



A Survey of a Public School System 



Grades 6a, 7b, 7a, 8b and 8a 

1. Add: (Time, 3 minutes.) 

65,843 
76,868 
66,989 
58,393 
79,656 
57,866 
38,575 
75,967 

2. Divide 763.6399 by 9.67. 

3. Multiply 98.756 by 76.8. 

4. (31 X 2f) -i- (7^ - 4t%) 



(Time, 5 minutes.) 
(Time, 4 minutes.) 
? (Time, 6 minutes. 



Write on board.) 



All of these tests show clearly the effects of systematic drill in the 
fundamentals. Since the fall of 1909, special attention has been 
given to the work. Tests have been given, teachers' meetings have 
been held, and the best teachers of arithmetic have been visited by 
all teachers of the system. As a result, both teachers and pupils have 
taken a pride in trying to improve the arithmetic work. During the 
past year the emphasis was shifted slightly from the fundamentals 
to the reasoning processes. 



TABLE LXXXVII 

Results of Abstract Arithmetic Tests Given by the Superintendent 
October 27, 1910 and March 19, 1914 



Building Grade 

Fairview 3a 

McCalla 3a 

Central 3a 

All buildings combined.. 3a 

Fairview 4b 

McCalla 4b 

Central 4b 

All buildings combined.. 4b 

Fairview 4a 

McCalla 4a 

Central 4a 

All buildings combined. . 4a 

Fairview 5b 

McCalla 5b 

Central 5b 

All buildings combined. . 5b 

Fairview 5a 

McCalla 5a 

Central 5a 

All buildings combined. . 5a 



Grade 


Grade . 




Average 


Average 


1914 Gain 1914 Loss 


1910 


1914 


OVER igio OVER 1910 


74 


92.6 


18.6 


73.1 


76 


2.9 


81 


80.6 


.4 


70.6 


83 


12.4 


76.8 


65.8 


11 


60 


87 


27 


66.3 


85.7 


19.4 


69.2 


80.3 


11.1 


52.5 


71.4 


18.9 


45 


64.4 


19.4 


33 


38.4 


5.4 


43.5 


60.2 


16.7 


50 


58 


.8 


40.6 


74 


33.4 


37 


51.6 


14.6 


44.1 


61.8 


17.7 


52 


79.6 


27.6 


41.8 


81 


39.2 


52 


55 


3 


47.3 


73.6 


26.3 



Achievement of Pupils 



149 



Fairview 


6b 


46 


62.5 16.5 


McCaUa 


6b 


40 


56 16 


Central 


6b 


29 


31 2 


All buildings combined. . 


6b 


37.8 


50 12.2 


Fairview 


6a 


46 


No 6a's 


McCalla 


6a 


21 


36.7 35.7 


Central 


6a 


31 


Test not given 


AU buildings combined.. 


6a 


33.4 


56.7 23.3 



Summary of Table LXXXVII 

1. Maximum improvement in the fundamentals cannot be gained in a year. 
The 1910 tests were given after a year of emphasis on fundamentals. The 1914 
tests show marked improvement over the 1910 tests. 

2. Considering the system as a whole, there was marked improvement in aU 
grades during the four years, though an occasional loss occurred in individual 
buildings. 

fc-zoo 

bOOO 



2. Stone Tests 
Arithmetic ' 



IN 




The Stone tests were 
given to sixth-grade 
pupils in Bloomington 
three different times. 
First, during the second 
semester of the school 
year 1909-10; second, 
about the same time of 
year 1911-12; third, 
spring of 191 2-13. The 
tests were given the 
first time by Dr. Stone 
himself. The second 
and third times the 
tests were given by Dr. 
E. E. Jones, of the de- 
partment of education, 
Indiana University. 
The papers were graded 
and the results tabulated 
each time by Dr. Stone. 
Table LXXXVIIIa 
gives a summary of 

standings for the three years. Graphs i, 2, 3, 4 show accomplish- 
ment and per cent of inaccuracy of Bloomington's sixth grade com- 

' For the problems used and the method of scoring, see Arithmetical Abilities, C. W. Stone, 
published by Bureau of Publications, Teachers College, Columbia University. 



40<1<1 HtSHEST 
OFlbTESTED 



3100 MEDIAN 

OF^bTESTtD 



I Sfi c r — — ^ OF IbTESTFp 

CEMTHAL FAlRVietl^ CENTIIM- WlWItW cehtMM f*IRVIEW 

MCCALUi MX NlCtAtUA ACL MCCHLIA «!->- 

Fig. 1. — Scores in Fundamentals. 1910-1913. 



ISO 



A Survey of a Public School System 



pared with the original twenty-sLx school systems included in Dr. 

Stone's tests and study. 

The Stone test was first given at the conclusion of one half year of 

drill to overcome the de- 
fects revealed by the tests 
given early the first semes- 
ter of the year 1909-10. 
The first Stone test shows 
the Bloomington sixth 
grade : 

I. Slightly above the 
median for the twenty-gix 
systems tested by Dr. 
Stone in amount done 
both in reasoning and in 
fundamentals. 

2. Well toward the top 
in per cent of accuracy. 
In reasoning the per cent 
of inaccuracy was 17.6, 
only two other systems of 
the twenty-six making a 
lower per cent. In funda- 
mentals the per cent of 
inaccuracy was greater, 
ranking Bloomington near 
the bottom of the first 
third of the twenty-sLx sys- 




CENTdAL r61R»ltW CfcNTSAL FaiHHtH CCMTRfcV. FAIRVIf 
MCCkUJ* *tl. MCC«l.l« M,l. MCtftuJl 



Mistakes est Addition. 



1910-1913. 



Fig. 2. 
terns as far as per cent of accuracy is concerned. 

3. Noticeably weak in multiplication and division. 

4. On the accuracy side, strongest in subtraction, with addition, 
multiplication and division following in order. 

After giving this test, special attention was given to weaknesses 
exhibited in fundamentals. The 191 2 summary indicates the degree 
to which the defects were overcome. 

The principal conclusions dra^n from the second test are: 

1. Total scores in fundamentals increased to an unlooked-for high 
score; better, in fact, than the highest of the original twenty-six 
systems. 

2. Total scores in reasoning increased only slightly. 



Achievement of Pupils 



151 



3. Inaccuracy increased noticeably both in fundamentals and in 
reasoning. 

The following year considerably less attention was given to the 
fundamentals and more to reasoning. The third test shows the re- 
sults as follows: 

1. Decrease in amount attempted in fundamentals, but still a 
relatively high score. 

2. Slight increase in total scores in reasoning. 

3. Alarming increase in inaccuracy both in fundamentals and in 
reasoning. 

1000 



Soo- 
noo 

boo 

500" 

UOO 

300" 

aoo 
ioo_ 



<?IH-mCMEST 
OF Zb SYSTEMS 




SSO-MEDIAM 
OF U SYSTEMS 

35b- LOWE ST 
Of llo SVSTEMS 



CENTRM. FMRVlEW CENTRftl. fWRVlEW CENTRAL FAIKVIE.W 

MCCMXIV AIL mCCftLU ALL MCCPtLLh ALL 

•^10 iqil IS13 

Fig. 3. Reasoning. 1910-1913. 



Date 

OF 

Test 
Feb. 
1910 



Feb. 
1912 



May 
1913 



TABLE LXXXVIIlA 

Accuracy 
Per Cent 

Scores in Fundamentals' of Addi- Scores 

TioN IN Rea- 

ScHOOLS Add. Sub. Mult. Div. Total Incorrect soning 

Central 2656 2.3 550 

McCaUa 2863 5.4 600 

Fairview 3400 5.3 616 

AU Schools... 3066 4.9 599 

Central 1527 611 1466 811 4316 5.9 630.0 

McCalla 1490 503 1509 809 4342 9.4 667.9 

Fairview 2140 720 2180 1160 6200 6.8 643.6 

AU Schools... 1719 611 1722 927 4962 7.4 647.2 

Central 1433 458 1368 761 4020 21.9 612 

McCalla 1567 537 1590 866 4561 15.2 688 

Fairview 1816 619 1826 992 5314 10.9 634 

AU Schools... 1569 525 1570 853 4518 16.7 611 

1 All scores recorded on basis of loo pupils. 



Accuracy 
Per Cent 
OF Prob- 
lems IN 
Correct 
Reasoning 

6.8 
14.1 
23.2 
17.6 
25.0 
30.5 
29.5 
28.3 
43.5 
35.1 
43.2 
40.6 



152 



A Survey of a Public School System 



The Courtis tests given the latter part of May, 1913, to the 6a 
grade also show a greater per cent of inaccuracy than is shown for 
the years 191 1 and 1914. The results for those three years in Tests 

PERCENTOF 

IMJKCCURACY 

MS 



45.1 -HIGHEST 
OPUS>YSTEMS 



OF 2b SYSTEMS 




IH.4-LOWEST 
OF ab SYSTEMS 



CeraRM. FWRWIEW CENTRftL FMRVIEW CtHTRAU fA»5\V>ew 
MCtALU ALU MtCAaft AU iflCtAlUV ALL 



iqio 



\qiz 



\^\?> 



Fig. 4. 



Mistakes in Reasoning. Per Cent of Inaccuracy. 
1910-1913. 



Achievement of Pupils 153 

6, 7, and 8 in Series a are as follows for the 6a grade, the latter half 
of the sixth year: 

TABLE LXXXVIIIb 
Results of Courtis Tests 6, 7 and 8, Series a, in Sixth Grade 

Test 6 

Number Number Per Cent of 

Attempted Right Accuracy 

1911 4.5 3.9 86.7 

1913 3.8 2.7 71.5 

1914 4.7 4.4 93.6 

Test 7 

Number Number Per Cent of 

Attempted Right Accuracy 

1911..". - 11.0 8.3 75.5 

1913 11.2 7.9 70.5 

1914 11.7 8.1 69.2 

Test 8 

Number Number Per Cent of 

Attempted Right Accuracy 

1911 3.0 1.8 60.0 

1913 2.8 1.3 46.4 

1914 3.0 2.1 70.0 

The results in Table LXXXVIII6 indicate that the 6a grade in 
1913 was somewhat below normal in per cent of accuracy, but they 
show up considerably better in the Courtis tests than in the Stone 
tests. I am unable to explain the great difference shown. No other 
tests given during the past five years show the degree of increase of 
inaccuracy that the Stone tests show. 



3. Column Addition — Haggerty and Smith Test 

The following test in addition was given as a preliminary test to 
serve as a basis from which to figure improvement in skill in addition 
resulting from daily five-minute practice periods, a problem under- 
taken in the Bloomington schools by M. E. Haggerty and H. L. 
Smith in the fall of 191 2. Different groups of children were practiced 
five minutes a day for twenty days under varying directions, some 
being urged to work for accuracy alone, others for speed alone, still 
others for general efficiency. This complete study will probably 
be published ultimately. Here is given only that portion of it which 
shows the ability by grades, at the beginning of the term, of children 
in the Bloomington schools to add problems of this particular type. 

The following are the problems as given to the various grades. 
Children began work at a given signal and worked for five minutes. 



154 ^ Survey of a Public School System 

The test was given by the superintendent of schools. In most cases, 
the children were not seated in their own rooms for the test, but were 
grouped together in large groups in an assembly room. The children 
were carefully instructed beforehand as to the directions so that they 
were not confused over that point. When the signal to stop was 

Grades 4b and 4a 

(is) (14) (13) (12) (II) (10) (9) (8) (7) (6) (5) (4) (3) (2) (I) 

59 18 54 97 25 51 65 84 45 97 30 79 44 83 48 
65 75 07 04 59 3,3 63 22 54 58 87 37 74 76 24 



43 


92 


94 


58 


07 


81 


66 


07 


42 


32 


29 


12 


53 


62 


39 


24 


35 


24 


39 


97 


50 


42 


96 


54 


16 


03 


11 


55 


55 


28 


72 


86 


13 


38 


28 


98 


17 


a 


21 


08 


66 


63 


68 


14 


57 


41 


83 


54 


16 


56 


32 


08 


18 


97 


11 


47 


12 


73 


27 


94 


30 


72 


64 


67 


42 


19 


16 


79 


91 


23 


16 


49 


62 


55 


32 


26 


86 


61 


21 


89 


02 


52 


?,?, 


77 


16 


86 


62 


96 


38 


74 



Grades 5b, 5a, 6b and 6a 

(IS) (14) (13) (12) (II) do) (9) (8) (7) (6) (5) (4) (3) (2) (1) 

34 05 53 71 • 78 16 78 69 99 23 47 36 46 95 82 

67 98 55 65 18 04 25 79 85 67 76 27 12 91 77 

85 49 12 32 36 41 79 88 76 05 83 31 47 81 09 

03 47 40 61 42 65 70 73 15 87 12 73 87 33 67 

54 91 29 25 82 93 19 86 53 64 30 85 99 29 53 

28 63 76 43 44 75 50 05 84 21 36 40 03 18 48 

19 14 80 06 01 98 97 91 43 24 20 68 56 59 75 



71 


03 


69 


89 


23 


76 


71 


92 


66 


41 


09 


75 


37 


85 


16 


32 


61 


47 


37 


53 


35 


08 


05 


75 


58 


57 


47 


26 


97 


65 


32 


35 


54 


12 


07 


43 


26 


84 


63 


27 


15 


16 


68 


08 


89 


81 


40 


32 


24 


95 


03 


35 


52 


92 


69 


18 


63 


44 


28 


70 


62 


18 


11 


16 


83 


94 


22 


06 


■41 


30 


94 


04 


42 


19 


69 


17 


48 


25 


78 


03 


80 


20 


78 


38 


27 


00 


41 


24 


27 


54 



Grades 7b, 7a, 8b and 8a 

(15) (14) (13) (12) (II) (10) (9) (8) (7) (6) (s) (4) (3) (2) (I) 



79 


19 


24 


00 


57 


99 


59 


15 


04 


63 


70 


22 


40 


70 


08 


76 


79 


02 


13 


41 


93 


49 


17 


53 


22 


84 


30 


33 


52 


19 


57 


86 


51 


01 


07 


55 


18 


36 


64 


18 


22 


67 


76 


75 


77 


25 


76 


68 


59 


36 


48 


12 


80 


33 


39 


04 


62 


10 


61 


86 


80 


51 


95 


96 


10 


23 


03 


32 


79 


76 


89 


34 


86 


85 


44 


69 


06 


23 


80 


75 


17 


13 


27 


41 


12 


91 


50 


18 


87 


77 


75 


93 


25 


95 


87 


18 


85 


74 


50 


51 


23 


53 


52 


28 


61 


80 


16 


90 


07 


31 


59 


43 


02 


24 


05 


12 


14 


09 


12 


22 


54 


67 


04 


83 


51 


26 


06 


• 53 


24 


19 


50 


35 


90 


45 


75 


43 


81 


48 


32 


23 


24 


86 


71 


18 


34 


61 


65 


42 


74 


69 


49 


84 


79 


74 


49 


67 


30 


65 


28 


47 


95 


74 


36 


05 


00 


15 


77 


28 


81 


87 


08 


62 


01 


43 


08 


19 


83 


90 


94 


93 


98 


58 


51 


02 


76 


48 


45 


18 


82 


30 


78 


76 


91 


28 


22 


62 


37 


42 


14 


41 


29 


76 


17 


02 


51 


06 


12 


95 


45 


43 


72 


65 


90 


21 


62 


19 


92 


46 


49 


13 


74 


41 


83 


40 


56 


90 


53 


47 


00 


30 


05 


36 


08 


15 


26 


74 


65 


76 


71 


30 


83 


42 


34 


32 


63 


21 


96 


23 


50 


18 


00 


60 


13 


82 


39 


42 


36 


64 


57 


50 


48 


24 


32 


76 


93 


85 


13 


35 


92 


04 



Achievement of Pupils 155 

given, each child indicated by a short horizontal line the point which 
he had reached in the unfinished column. This mark served as a guide 
in determining the number of combinations made by each pupil. 
The per cent of accuracy was determined by dividing the whole num- 
ber of columns completely added into the number of columns correctly 
added. Pupils worked as many problems as they could in five min- 
utes' time, working at their normal rate. Not all pupils in each 
grade are represented in this test. Representative pupils from all 
grades are included, however. Each building is also represented, 
though not all grades in each building; The following table shows 
the results in this addition test. 

TABLE LXXXIX 

Average Number of Combinations in Addition with Per Cent of 
Accuracy, by Grades 

Average Number 
Average Per of Combinations 

Number Cent of Accu- Made in Five 

Grade ^ Taking Test racy Attained Minutes 

4b .' 51 68.5 88.5 

4a 36 76.0 120.8 

5b 27 54.0 119.4 

5a 33. 57.5 161.4 

6b 31 58.4 148.5 

6a 41 58.5 134.2 

7b 58 57.2 150.4 

7a 36 54.2 164.5 

8b 52 53.2 165.5 

8a 52 67.6 178.0 

A noticeable fact about these results is that even within the grades 
tested on the same list of problems, there is not, as we would expect 
to find, a steady increase either in speed or accuracy from lower to 
higher grades although the general tendency is upward. The per 
cent of accuracy hovers around 60 and is therefore in reasonable 
accord with the findings of Courtis in his addition tests. 

4. Courtis Tests in Arithmetic 

Table XC gives a double comparison. It gives a comparison be- 
tween the achievement of the Bloomington schools in the years 
1911 and 1914 with the Courtis standard of achievement. It also 
furnishes a comparison of Bloomington achievement in 191 1 with its 
own achievement in 1914. The Courtis standards are for both halves 
of the sixth grade combined. Bloomington results are given by half 
years separately. The Courtis tests were given for the first time in 
the Bloomington schools in 191 1 a little less than two years after the 
special emphasis began to be placed on the fundamentals in Arithmetic. 



156 



A Survey of a Public School System 






^ 



•^ j^ y y. " CNI r-i 



O O 00 O 



B !Z » O O 
n O « ■ ■ 

2 S " ro CM 



P^ 



rO 


p 3 < "^ 

5^ 


r<- 


^ 






Bloom- 

INGTON 

22.0 
27.0 


00 00 


O ro 


ro (N 


&< 


LOOM- 

•JGTON 

IQII 

25.0 
29.1 


00 th 




lO -^ 

ro ro 








O H 


< 












Si 

pqg 


" CN ro 


CN O 

-H ro 
ro ro 


00 r^ 

VO 00 
ro ro 


O 00 
ro Tf 


^< 


a ^ 




<^o 


O lO 


'^ 00 


O 00 




S8 

So 

« S 


S 1^ ro 
M CN ro 


ro ro 


On r~-. 

ro ro 


ro ■^ 




« Z 


s 

< 


ro 


CN 


O 

to 




Oft 


§8 

Si 

pg A 


Tf 
a 


Ov o 
ro ro 


0\ 00 
ro ro 


ro t^ 


•O ro 


H 


a§ 


„ 


vO 00 


O 00 


TJH VO 


OO 




ss 


o. 


(N (N 

ro ^ 


\0 CM 
ro ■* 


rt< ^ 


in m 



t 



OO 



OOO 



Tj^^ 





a. 






0, 
re 
C 
X 

IT 

"c 






a, 
t: 

C 

vS 

"c 






a. 
X 
re 

c 







m<;---j w<'-j w<-:3 

vo vO <, t^ t^ < 00 00 •< 



Achievement of Pupils 



157 









H 






^— 1 


^^ 


""^ 


CN 








(JW 




















Rights 
Bloom- 

INGTON 

1914 


•no 




ro-rf 


^ CN 


CN CN 


CO CO 






00 

1 


a z 

m 2 


^. 




CN 


t^ 00 


CN CN 


CNCO 






H 


en 


















^ 


Sia 





-^ 


■^ 


t^ 











D < 1^ 

H < 




-^ 


fO 


CO 


c^ 


■* 








O'" 




















ip" 




















ro 10 




<n Tj< 


CN 


o\ 


•^ft^ 








gii" 


CNOJ 




CS tN 


CN fO 


rO CO 


Tt Tt- 








< ' ^ 
















H 




4i z 


rr> 




0\ <^ 


ro 


IT) CO 


CN t^ 








P32 


fN 




fS fO 


fO rri 


c^ ro 


-*'* 




H 






































H 

K 



W 










10 


so 


CN 

00 






_ 




S2a|^ 


00 ^o 




-H t^ 


■o ^ 


—1 


CN U-) 




<: 




w 2 i^ S. 
q o* 


rO 10 




■o 


t^ 00 


00 Os 


d-H 




in 




^ J 2 M 
















w 




aim s 














^ 


3 
w 

CO 


Q 5 S, 






^ 


ro 
00 00 


ON 00 


OsO 


.1 





•^ 

H 


52" 














a 






i§9 













10 





53 


a 
g 


is3 

Q^ 




t-^ 


0\ 


^ 


CN 


^ 


X 






Attempt: 
Bloom- 

INGTON 

1914 


t^o 




fN J^ 


10 I^ 


^ 00 


0—1 


H 


g 




vd 00 




o^o^ 


d^ 


CN CN 


r/5 10 




1/3 




8S" 


CN 00 




vO ro 


LO 


00 


-H CN 


<: 


w 




S22 


*--. t^ 




t-^ 


^ -« 


^— 1 »— 1 


ro ■^ 


H 


H 




P32 " 








'"' '"' 


'"' ""* 


»— ( ^— 1 




en 




iN 




00 





in 


"-) 


t-- 









s^ ^ 




^ 


CN 


ro 


Tt< 


u- 




U 




Rights 

Bloom- 

ington 

1914 
















C/3 




ID CN 




CN (~0 




10 00 


00 

m in 




t/2 


Jo. 6 
!loom- 

NGTON 
IQII 


(>l (M 




00-* 
CN fO 


OvOv 


ro "^ 

't'* 


10 vO 



(^ 



H 5 



Attempt 
loom- Bloom- 
IGTON ington 
1911 1914 
3.2 3.0 
3.4 3.8 


00 1^ 

CO CO 




0\ th 

•«tl LO 


On 00 
10 10 


00 CO 


t^ to 




OOrh 
10 \o 





0) 


<u 


v 


D 






T3 


-0 


-a 


"2 






s 


p3 


rt 


rt 






2 


Ui 


fcH 


)-■ 






: 















JS 


X 


^ 


-d 


















^ 


10 





t^ 






., , 


tt_, 


«4-l 


*4-l 






: 














o 



m <--i m •C'-j 



\0 O <, l--.t— <. 00 00 <« 



158 A Survey of a Public School System 



Summary of Table XC 

1. The 1911 results in Test 1, single combinations in addition show grades 4b • 
4a approximately equal to the Courtis standard, whereas all other grades are be- 
low, the greatest difference being in the 7b and 7a grades. 

2. The 1911 results in Test 2, single combinations in subtraction, show grades 
4b, 4a, 5b, 5a, distinctly above Courtis standard, whereas in the 6b and 6a grades 
they are approximately the same and in all other grades they are lower. 

3. The 1911 results in Test 3, single combinations in multiphcation, show 
grades 4b, 4a higher than Courtis standards, 5b and 5a approximately the same 
and the other grades lower. 

4. The 1911 results in Test 4, simple division problems, show grades 4b, 4a, 
5b, 5a, higher than Courtis standards, 6b, 6a, approximately the same and the 
other grades lower. 

5. The 1911 results in Test 5, copying iigures, show aU grades in Bloomington 
approximately even with Courtis standards. 

6. The 1911 results in Test 6, speed reasoning, show grades 4b to 6a inclusive 
slightly lower than Courtis standards and other grades noticeably lower. 

7. The 1911 results in Test 7, fundamentals, show grades 4b, 4a, 5b, 5a, 6b, 
6a, higher or equal to Courtis standards in number of problems attempted, while 
remaining grades are slightly lower. In number of problems right, Bloomington 
ranks distinctly above Courtis standard in practically all grades. 

8. The 1911 results in Test 8, reasoning, show grades 4a, 6a, 7b, and 7a lower in 
attempts than Courtis standard. In all other grades, higher. In number of 
problems right, Bloomington schools ranked better than Courtis standards. 

In a comparison of Bloomington results for the two years 191 1 and 
1914, the following facts are noticeable: 

1. The 1914 results in Test 1 show a slight loss in grades 4b, 4a, 5a, 6b, 7b; in 
other grades a gain is shown. 

2. The 1914 results in Test 2 show a loss in grades 4b, 4a, 5a, 6b; in other grades 
a gain is shown. 

3. The 1914 results in Test 3 show a sUght loss in grades 4b, 4a, 5a, 6b, 6a, 7b, 
and sUght gains in the other grades. 

4. The 1914 results in Test 4 show sUght losses in grades 4b, 4a, 5b, 5a, 6b, and 
gains in other grades. 

5. The 1914 results in Test 5 show slight losses in grades 4b, 4a, 5a, 6b, 6a, 7b, 
7a, 8b, 8a. 

6. The 1914 results in Test 6 show in number of problems attempted, losses 
in grades 4b, 5a, 6b, 8a, and gains in the other grades. In number of problems 
right, 1914 results show losses in grades 5b, 5a, 8a, and gains in the other grades. 

7. The 1914 results in Test 7 show in problems attempted losses in grades 4b, 
5a, 6b, 8b, and gains in the other grades. In number of problems right, 1914 
results show losses in grades 4b, 4a, 5b, 5a, 6b, 6a, 7b, though losses are all slight. 

8. The 1914 results in Test 8 show losses in number of problems attempted in 
grades 5b, 5a, 6b. In other grades, the 1914 results were equal to or better than 
the 1911 results. In number of problems right, the 1914 results show loss in grades 
4a, 6b, 7b, 8a. 

Altogether, the results show slight loss in fundamentals in the lower 
grades and gains in the higher grades, whereas in reasoning problems 
there is rather general improvement shown in the 1914 results over 
results in 191 1, which indicates that the shift of emphasis from funda- 
mentals to reasoning brought up the results in reasoning. 



Achievement of Pupils 159 



TABLE XCI 

Per Cent of Accuracy of Bloomington Children in Courtis Tests 
6, 7, 8, Series a, Years 1911 and 1914 

Grade Test 6 Test 7 Test 8 

4b, 1911 68.8 57.0 

1914 83.3 56.7 13.0 

4a, 1911 76.5 75.6 47.8 

1914 84.2 66.3 40.0 

5b, 1911 85.0 57.4 46.7 

1914 63.2 66.3 56.5 

5a, 1911 79.1 64.1 30.3 

1914 89.2 69.1 58.3 

6b, 1911 83.0 69.6 51.5 

1914 93.2 72.4 55.2 

6a, 1911 86.7 75.5 60.0 

1914 93.6 69.2 70.0 

7b, 1911 93.5 82.7 65.7 

1914 91.8 66.9 58.3 

7a, 1911 91.8 68.6 72.7 

1914 94.1 70.3 69.2 

1911 93.1 70.2 69.0 

1914 94.9 78.5 70.5 

1911 95.3 73.2 74.5 

1914 96.6 76.2 66.0 



Summary of Table XCI 

Table XCI shows that in Test 6, losses were made in per cent of accuracy in 
1914 as compared with 1911 in grades 5b, 7b. In all other grades, the per cent of 
accuracy in 1914 was distinctly greater than in 1911. 

In Test 7, the 1914 results show a loss in per cent of accuracy in grades 4b, 4a, 
6a, 7b, and a gain in all other grades. 

In Test 8, the 1914 results show a loss in per cent of accuracy in grades 4a, 7b, 
7a, 8a, and a gain in the other grades. 

These results bear out the statement made in connection with 
the discussion of the Stone tests that in the matter of accuracy, the 
6b and 6a grades in the spring of 1913 were somewhat below average, 
because the 7B and 7A grades show a comparatively low per cent in 
accuracy in the spring of 19 14. 

Tables XCII-XCIX give comparisons of the scores made by the 
Bloomington schools in Series b of the Courtis tests in arithmetic 
with scores made by the following school systems in Indiana: Wabash, 
LaPorte, Columbia City, East Chicago, Alexandria, Elwood, Decatur, 
Noblesville, Michigan City, Blufiton, Crown Point, Kendallville, 
Frankfort, Princeton, Rochester, Hartford City, Crawfordsville, and 
Plymouth. These tests were given in all cases during the latter part 
of the school year 19 13-14. 



i6o 



A Survey of a Public School System 



z y 2 OS 3 

w < n < '^ t 

Oi O g < 0- ■ 






Z O „ -t c« 
U -< O Z w 

gySgu 



Z v: 2 =>! 

2 b f^ < 

3 a « Q 
g 2 o z 

s^5| 



.f^ a 



15 t/) - ^ w 



g .2 



« en 



55 Q 






z f- 2 « 
«: & f- < 



5! H O ZU 



■■^ t^ C ^ 

^ s o o ""' 

« w o S ^ 

W H ►J ^ "^ 



rsoo •—«:> 100 00 

OvOO OOv '-<0 ■^^ 



O 



O 



O 



<•-'«■«:•-;«< 



O 









o 



c3 




n 


T3 


a 


a 






f> 


>. 


^ 






d 


«i> 






# 


t« 






, , 


, 












n 








a 


Q 


a 



m •»;■-; CO < --< 



Tti<rIir5iO'<OvO<lt— r-^'<0O0O'< 



Achievement of Pupils 



i6i 



M 




Q 

< 


S >• tn 

!z u S « 


w <; H <; 
U M o< Q 




» tJ Z 


o 






C/3 


z; o 2 « 




w 5 s w 


H 





Ph< ° 





o 




Z M 1 5r 

w < s g 


o 


ro '—I 




On 


.^ 




O rt< 


■.-1 1-- 




2 




U « O H 




















w 




D q o 


00 


Tt* -H 




T— 1 


Ov 




d— ^ 


rt^' — < 




u 




K U "-* Z 

w opq K 


so 


\0 t^ 




t^ o 




t^ t^ 


00 00 




Z 
























o 
























H 
O 

O 
O 




Median 

Rights 

Courtis 

Standari 












vd 




00 




►J . 
























CQ 


Z 


«s <. 






















< 


Right 
OF Gro 

OF 20 

Indian 
Citie; 






o 










00 




W H 
























Hi <« 




^S§§ 


00 


■* Ov 




Tt<t^ 




I-O 


O r^ 




OCA) 




O S n !- 

w s 2 ^ 


















. ■ 


M 




rt< 


lO ID 




^b o 




t^ 00 


o>'d 


|r| 


^ O 




:sp<jffl2 


















u 


^'O 






















X 


in u 




._ in .. Q 


















w 

pq 

< 






Median 
Attempt 

Courtis 
Standar 




o 












d 






z sr 


t o 3 a 






ro 






ON 




- 



Sao ^_ 

p o o zu 



<a5oo ■^ rr> OM^ op^i t^o 

"SgH- .. .. .. .. 

W H S z *"" '^'^ ^ °^ '^ ""^ '^"^ 



:o 



;o 



:o 



:o 



:0 



■«*<;ir5LO<.vOMD<,t^t^<;0000-< 



l62 



A Survey of a Puhlic School System 



^ ^ 4| 2 



o 

w 

H 



SSgl 



■« b o 2 2 M 

" B a! "^ 3 H 









g a PS " < S 



tNLO •<*CN tCO\ l^rC 

in-^ li^io i>^"0 \ot^ 



^ !-' i Z 

g«S|o 



■^00 »-< Ov 
t^ <3 00 00 






ON d 



O 



O 



O 



O 



,ji<u-)iO<>OvO<l:^t--<0000< 



Achievement of Pupils 



163 





< 






^ >* r/> 
























!z S tx 

W < H < 








.^ 




^ 




o> 




s 






U o< g Q 

' T. P 5 z; 




































^ 




00 




C/2 

w 






ei < 








10 




r^ 




t— 































u 
en 






Z < u> 




















H 






a < Za 








00 
1^ 








00 

00 










Di Sri 








i/^ 




00 




r^ 




^ 






(S< « 




















to 


























>A 






H >. 



























z ' Z 






















w 

u 






w < a 

U o< S H 
D 

« ►J z 


00 
CO 


00 10 




CO Tf< 

GO r<i 






00 
00' 0\ 




(/3 






w opq S 


t^ 


t^l^ 




t^ 30 




00 00 


t^ 00 










PL,< 




















2; 





















































H 






^ M l3 



























>-< B Qi 








ro 




r^ 




00 




§ 






Med 
Rig 
Cou: 

Stani 








cs 




•*' 




LO 






























h^ 


























m 




2; 






















>< 




< 


H Z S 

ta fai « <; a 













00 




t-^ 




rf" 


cn 




w 


20 ft. 3 a 

P<ft.°20 









Cvl 




Tt" 









w 
1-1 

PQ 



C/3 




^ 


, 







r^O 




ro 


Ov fO 




fk; 






wHS5 


^' 


lO 10 




\0 t^ 




00' 00 


00 ^ 


> 
X 







w 





tfl .. Q 


















h-1 




<! 




Median 

TEMPT 

ourtis 
andar; 








10 




00 
ID 







< 


c/T 

w 


< 
1— 1 


!Z 






















H 







EDIA 

CEMP 

Groi 

F 20 
DIAN 
ITIEi 








10 




>D 




ID 

00' 




H 




S 


■< '^ 




















3 


























a 






U5 




















^ 






5 S a 2; 


CN 


-H 







u^ 10 




f^ CM 


ro t>. 




< 






gas| 


10 


r^ \0 




00 00 




do 


-H tvi 




en 


















^— t ^H 


1-1 <-i 



• (L 

■ K 

• t~ 

:C 
•■5 






a. 

re 

c 






1, 

C 
5 






J. 

c 







o 



164 



A Survey of a Public School System 



TABLE XCVI 

Comparison of Variability in Scores made in Courtis Arithmetic Tests, 
Series b, Problem 1, by Bloomington Schools with Scores made by 
20 Indiana School Systems 







v. 


FRIABILITY 




Variability 




Variability 


IN 


Attempts 


Variability 


IN Rights 




IN Attempts 


20 Indiana 


IN Rights 


20 Indiana 


Grade 


Bloomington 




Cities 


Bloomington 


Cities 


4a 


29 






53 




All 4th Grade 








41 




5b 


25 




5a 


27 






59 




All 5th Grade 






29 




^8 


6b 


29 






56 




6a 


22 






48 




All 6th Grade 






26 


43 


52 


7b 


26 




7a 


27 






46 




All 7th Grade 






26 


50 


46 


8b 


31 




8a 


29 






45 




All 8th Grade 






24 


* 


41 



TABLE XCVII 

Comparison of Variability in Scores made in Courtis Arithmetic Tests, 
Series b, Problem 2, by Bloomington Schools with Scores made by 
20 Indiana School Systems 



Grade 

4a 

All 4th Grade . ... 


Variability 
in Attempts 
Bloomington 

27 


Variability 

IN Attempts 

20 Indiana 

Cities 

25 
22 
22 
22 


Variability 

IN Rights 

Bloomington 

38 

48 
41 

41 
39 

39 
31 

33 
31 


Variability 

in Rights 

20 Indiana 

Cities 


5b 

5a. 

All 5th Grade 


21 

25 


46 


6b 

6a 

All 6th Grade 


21 

20 


37 


7b 

7a 

All 7th Grade .... 


30 

23 


32 


8b 

8a 

All 8th Grade 


22 

28 


31 



Achievement of Pupils 



165 



TABLE XCVIII 

Comparison of Variability in Scores made in Courtis Arithmetic Tests, 
Series b, Problem 3, by Bloomington Schools with Scores made by 
20 Indlana School Systems 



Grade 

4a 

All 4th Grade . . 

5b 

5a 

All 5th Grade . . 

6b 

6a 

AU 6th Grade . . 

7b 

7a 

All 7th Grade . . 

8b 

8a 

All 8th Grade.. 





Variability 




Variability 


Variability 


in Attempts 


Variability 


IN Rights 


IN Attempts 


20 Indiana 


in Rights 


20 Indiana 


Bloomington 


Cities 


Bloomington 


Cities 


27 




44 




24 




44 




28 




22 




•■ 


30 




56 


30 




37 




25 




42 






28 




47 


33 




42 




26 




41 






27 




41 


27 




39 




25 




30 





25 



34 



TABLE XCIX 

Comparison of Variability in Scores made in Courtis Arithmetic Tests, 
Series b, Problem 4, by Bloomington Schools with Scores made by 
20 Indiana School Systems 







Variability 




Variability 




Variability 


IN Attempts 


Variability 


IN Rights 




IN Attempts 


20 Indiana 


in Rights 


20 Indiana 


Grade 


Bloomington 


Cities 


Bloomington 


Cities 


4a 


42 




71 




All 4th Grade 






45 




5b 


34 




5a 


38 




60 




All 5th Grade 




42 


42 


81 


6b 


31 




6a 


28 




39 




AU 6th Grade 




46 




60 


7b 


32 




41 




7a 


26 




30 




All 7th Grade 




35 


34 
27 


46 


8b 


28 




8a 


25 




AU 8th Grade 




30 




40 



Table C gives a comparison of the scores made by the Blooming- 
ton schools in Series a of the Courtis Arithmetic Tests with scores 
made by fourteen school systems in Indiana. This test v^as given in 
the Bloomington schools the latter part of the first semester of the 
school year 1913-14 and in all of the other systems the latter part 
of the second semester of the school year 19 13-14. 



i66 



A Survey of a Public School System 



W P^cj 



Z g W rt M 

^ o 2 ^ S S 
w PSSOU 



U ft. W O H • ■ • • 

OOOOVO'O 'OOn 

w Km M 



■rj< CN O rO 



t^ 'O vO t^ 




O « H « en 

iS S « 2 ^ 

W M ^ H i-i 



O H a ^ 



wSSSroiO vOvd I-od 






11^ 






W t^ ^ 

S £ W rt ; 



gwset: 



^ggot^o <Mt^ LOf- '-so O' 

^S° o \6 00 C\ON O-- oir-i roi 



o 



o 



o 



o 



o 






Achievement of Pupils 167 



Results of Table C 

1. Bloomington results in attempts are higher than the average in the four- 
teen other Indiana systems of schools in all grades and equal to or higher than the 
Courtis standard in all grades except seventh and eighth, which are sUghtly 
lower. 

2. Bloomington results in number right are higher than the average of the 
fourteen other Indiana systems of schools in all grades in which comparisons are 
possible, and higher than the Courtis standard in all grades. 

3. Bloomington results in per cent of accuracy are higher than the average for 
the fourteen other Indiana school systems in all grades except the seventh, in 
which it is approximately the same and higher than the Courtis standard in all 
grades. 

Table XCII shows that in Problem i the Bloomington scores for 
number of problems attempted are higher than scores of twenty 
Indiana city systems in all grades and higher than the Courtis 
standard in all grades. In problems right Bloomington scores were 
higher than scores from twenty city systems. In per cent of 
accuracy the Bloomington results are higher than those of the 
twenty cities except in the sixth grade, and in all grades they are all 
higher than the Courtis approximate statement of standard accuracy 
except in the 4 a grade. 

Table XCIII shows that in Problem 2 the Bloomington scores for 
problems attempted are higher for all grades than the scores of the 
twenty cities and higher than the Courtis standards in all grades. 
In number of problems right Bloomington scores are equal to or 
greater than the scores of the twenty cities. 

Table XCIV shows that in Problem 3 the Bloomington scores for 
problems attempted are higher for all grades except the 8b than the 
scores of the twenty cities, and are slightly higher than the Courtis 
standards. In number of problems right the Bloomington scores are 
equal to or higher than the scores for the twenty cities except in 
the eighth year in which they are slightly lower. 

Table XCV shows that in Problem 4 the Bloomington scores in 
number of problems attempted are higher in all grades than the 
scores of the twenty cities and higher than the Courtis standard in 
all grades. In number of problems right the Bloomington scores 
are also higher. 

Table XCVI shows that in Test i in number of problems at- 
tempted the variabiUty was approximately the same in the Bloom- 
ington schools as in the twenty other systems except in the eighth 
grade in which it was distinctly higher in the Bloomington schools. 
In variability in rights the twenty other systems show better than 
the Bloomington schools except in the fifth and seventh grade. 



1 68 A Survey of a Public School System 

Table XCVII shows that in Test 2 in number of problems attempted 
the variability was slightly lower in the fifth and sixth grades and 
noticeably higher in the seventh and eighth grades in Bloomingtqn 
than in the other systems. In variability in rights the twenty sys- 
tems make a much better showing than Bloomington does. 

Table XCVIII shows that in Test 3 in number of problems at- 
tempted the variability was slightly lower in grades 5B, 5 a, 6a, 7 a, 
and higher in the other grades in Bloomington than in the twenty 
other systems. In the matter of variability in the number of problems 
right the Bloomington record is on the whole better than that of 
the other twenty systems. 

Table XCIX shows that in Test 4 in number of problems 
attempted the variability was as low or lower in all grades in the 
Bloomington schools as in the twenty systems. In the matter of 
variability in number of problems right the advantage is wholly with 
the Bloomington scores. 

There has been practically no improvement made as far as better 
grading is concerned since the 191 1 tests. The problem for grading 
is being attacked during the year 1914-15 in two ways. First, by an 
effort to have teachers regrade as often as they think advisable in an 
effort to maintain as nearly equal ability as possible on the part of 
each member of the group. Second, by using the Courtis practice 
pads in an effort to provide an opportunity for taking proper care 
of varying differences in ability within the group. By these two 
methods we hope to be able to get better results during the present 
school year. 

Efficiency is measured not only by average amount achieved by 
a group in quantity, but also by the individual variability within the 
group. Table CI shows the variability according to Courtis' method 
of working it out, in Series a. Arithmetic Test, for the years 191 1 and 
19 14. The lower the variabiUty, the better the grading. 



Achievement of Pupils 



169 



< e o o o ;: 












7 "* ' 



S S w q 



. On 'O t^ •»*< •* 






H a „ 
! >: w o ^ . 

! H o o o H; 

■riSmS oOl^fOTti-HOOONOOOrO 






S--' 



u z^ 









Sfc'j.z'tr^-H-^rsiroroooOv'^f^ 

r" a o H ' 
1 H W O 5 " 
:jJS(d2<MOoop\r^r^ppooONr^ 



CN>-lCNCNCNCNCNi-i-HCN 



2;tt0000lO'*"*tN'*>O'^O 






Z:5 



H w q 



E a 
£ a S 

C u O I 






H H o 
3 fcJi 






S -- 0- S I 

H a S ' 
E u g 

n< 

2h . 

' >< a o 
H w o 

J H J 



Z "rOOrq-HVOvOOOvOvOO 



170 



A Survey of a Public School System 



PM Zi 

AH O0'0'*0v'*000r';00 
Wo ■rt ^ ^ oi 

O , 

3cj u (-> 

&«<»! ■«*ivOiOt^t— OOOOcOOOOs 
'-'f^ en 

H ■^ 

fju OOC^fOCNT-^oOOCO 
yW ir5iOC>)ro«-iOOCNOO 

" C 

^: S > 

<S . b 

O j|^ S >, O 00 t^ CN O -^ 00 '-H 00 Cvl i3 

::> VI ^ 

^ iHOO'-iOOOvOCN^OOC'^Cs S 

<!SiovOvOl^Ol^t^OOOvO " 

^ '^ « 

>. > 

;^G^'-'"^'^'-io\Ofcoo-<* ^ 

WG ---- § 

„ -a 

hOOOOOO OlOtNTh I^ S 

ta ■<*<'* <M ro Tt •^ (VI tM rq O !^ 

^, o 5- 

3 a "* •* "^ 10 \0 1^ r^ 1^ 00 ON u 

2 H * 2 

ywDbnOOOOrCOiO-^t^l^O -S 

Su 00 " 

H oiii 3 O°0*^'^ "^ ^ C> ■-H 'O <M O 

S g< « t^ vO O vO l^ t^ t^ t^r^ 00 S 

C/2 "• >> 

jl, g •* VOOO 010 O ^ '-^r^ 00 t: 

■*■ g vo vdt^ 00 00 Cv ON c o ■^ tS 

H .,-, .,-1 ,-1 

M g t^ T}< O OMO On O On 00 ■<* '^ 

A S NO CO 1^ ■* 10 <*5 O PO CN Tjt -S 

►H o g 

SnOOO no fSON00"^fO S 

p|OCNt^O\ONOON»^tNCN " 

M ■^ ■^ "* •* NO J^ 1^ 00 On O <u 

IS , "I 

C,1i>'"^"Ot^lOCNlOO00'-ilO „ 

K^-J 00 o 

ClBiU<i-llONOO'^ONTt<'— 'I~~t-~ •■? 

Pw<«iO»OiONOt^NOi^l^i^r^ -2 

''•f^ ,. ■- 

jl;, g Ov 1^ ro CN ^~ ^ 00 ■* O CN (3 

■*^ I t^ 1~» 00 00 0\ O O ■^ CN CO ^ 



o2h 



Achievement of Pupils 171 

SXMMAEY OF TaBLE CI 

1. The 1914 results for Test 1 show a decrease or an equality in variability as 
compared with the 1911 results in grades 4b, 4a, 5b, 5a, 7b, 7a, and an increase 
in the other grades. 

2. The 1914 results for Test 2 show a decrease or an equality in variability 
as compared with the 1911 results in grades 4b, 5b, 7b, 7a, 8a, and an increase in 
the other grades. 

3. The 1914 results for Test 3 show a decrease or an equality in variability 
as compared with the 1911 results in grades 4a, 5b, 5a, 8a, and an increase in the 
other grades. 

4. The 1914 results for Test 4 show a decrease or an equality in variability as 
compared with the 1911 results in grades 4a, 6a, and an increase in the other grades. 

5. The 1914 results for Test 5 show a decrease or an equality in variabiUty as 
compared with the 1911 results in grades 7a and 8a. In all other grades the varia- 
bility increased. 

6. The 1914 results for Test 6 in number of problems attempted show a de- 
crease or an equality in variability as compared with the 1911 results in grades 
5b, 7b, 8a, and an increase in the other grades. 

7. The 1914 results for Test 7 in number of problems attempted show a de- 
crease or an equaUty in variability as compared with the results 1911 in grades 4a, 
5b, 5a, 6b, 6a, 7a, and greater in other grades. 

8. The 1914 results for Test 8 in number of problems attempted show a decrease 
or an equaHty in variability as compared with 1911 results in grades 4a, 6b, 6a, 
7b, 7a, 8a, and an increase in the other grades. 



5. Writing 

The following directions were given out to the teachers near the 
beginning of the first semester of the school year 1913-14 to govern 
their collection of writing samples. 

1. Distribute printed slips and have blanks at top filled out by pupils before 
announcing the purpose of the exercise. 

2. Then have papers turned face down, after which explain to pupils that we 
want to get samples of their handwriting. Tell them to be ready at a given signal 
to turn their papers over and begin to copy the paragraph immediately below the 
printed matter and in the upper part of the blank space. 

3. Copy with pen and ink at natural rate of speed, and in your best handwriting. 

4. At second signal everybody should stop writing. (The second signal will 
be given at the end of two minutes.) 

5. If anyone finishes the paragraph before the signal to stop is given, he should 
begin recopying the paragraph. 

6. At the close the papers should be collected, fastened together, and turned 
over to the principal to be held until further notice. 

The heading of each sheet containing the selection to be copied by 

the pupil was as follows: 

Name School Grade 

Date Time of Day Age 

(September 1, 1913) 

Samples of writing were taken October i, 1913. The following 
table gives the median number of letters written by the various 
grades in two minutes' time at normal rate of speed from printed 
copy. All pupils, white and colored, are represented in the table. 



172 A Survey of a Public School System 

TABLE cm 

Median Number of 
Letters Written 
Grade in Two Minutes' 

Time 

4a 85.0 

5b 76.5 

5a 93.0 

6b 114.0 

6a 125.5 

7b 145.5 

7a 182.0 

8b 154.0 

8a 143.0 

5b and 5a combined 87.0 

6b and 6a combined 117.0 

7b and 7a combined 180.0 

8b and 8a combined 149. ; 

The median number of letters written by the 5B grade in the two 
minutes' time was 76.5, and by the 5B and sa together the median 
number Was 87. 

With the exception of the 5B, 8b, and 8a grades there is, as would be 
expected, a gradual increase in speed evidenced as we go higher in 
the grades. 

Table CIV gives a comparison of the grading as done by the teachers 
and the superintendent separately. 

Table CIV interpreted means, for example, that according to the 
teachers' markings ten 8a pupils did writing of quality 8 on the 
Thorndike Scale, whereas according to the superintendent's markings 
only three of the 8a pupils did writing of quality 8. 

The striking conclusion to be drawn from this table is that there 
is very little improvement shown from grade to grade. The largest 
group of pupils in the 4A grade did writing of quality 9 whether marked 
by teacher or by superintendent. Practically all the way up through 
the grades quality 9 has the largest representations of any quality. 
On either side of quality 9 the distribution of grades is largely the 
same in all grades. The discovery of the failure of the schools to 
make steady progress from grade to grade in writing led to the for- 
mation of a class of teachers in writing. This class contained all of 
the teachers from the 4A grade up through the 8a grade who taught 
writing as one of their subjects. The class met for one hour every two 
weeks and was taught by the head of the commercial department in 
the high school. The teachers took lessons in writing as well as 
lessons in the teaching of writing. Soon after the class had started 
it was decided to substitute the free arm movement for the finger 
movement in teaching writing to children. This substitution wag 



Achievement of Pupils 



173 



g PS C5 

SO z 
" M 3 






CO ON O 



ro O t^ ■* fO O 



O § f2Z^ 



>OCN -OOO •^OO Ovt-i I^.'^ rO'-H >-Hfs 



^>^ 



^ 


a 





H 


U5 


^ 


Z 


< 


w 


b 


;?! 


fcj 




CA! 



'ii 'z 



•^ o -^ 





u ^ 




c/3 2 




H 




Sg 




3^ 




:^ n 


^ 


i§ 




H^ 


w 


w a 


h-1 

pq 


SI a 


< 


> w 


H 


WH 








So 



CNO -HfO rtr}< ■^'^ tr; ~ ro tJh^ o^^ '*(>) 



.-nro oro roLO <r;ro 100 10 -H •rtro -^O C-JO 



■>*ro Ot^ t^OO O^t^ t^^ t^CN O^'-i "^lO -HOO 



O CNtN -^vO Tf-^< r<^r^ iriO .—I,-! 1000 00 OfO 



< z 



CStN CN-* OC'* Os<M TtOs t^t^ VOOO t-^tN l^rf "3 



10 C<l t^ -H 



^ CN ^H fO 



bO 



"He 

TO 4J 

5^, O* 









Hc/3 H 



bO 









"5 c 



in « 

rt (1) 









(J (U 

ni a 






<U 3 



bO 



[« in in «: 

"3 c 



cd cL) 



5 -^ 






03 C^ 3 

H c/2 Hen 



174 



A Survey of a Public School System 



M o a < 

H < 



z « o " > 



»-( CN 



t^ r^ Coo •^ lo r>. ro (^ ro •^ t^ tN oo r^ ro ■■-< lo CN 0\ 
COO CNCO 0\0 O^00 0000 0\\0 Ji^Ov vOu^ r^Tj<Tj<tv) 



-H ^H t^ 



ro .rt T-H •.-I CN vo ^O 



H W 



O _ 



_ "~, O^ CNfN rot^ O-* 'fO l--tO -HOO vOO On<N\Opo 
°"CNCN >OrO C*5rO fOf^ t~OCN CNCN fOCS (N "-H^Cvl 



•o fo 00 r-1 (^ 



CN t^ O CS 



O 



^ 


0\ 






0\ 


fO 


0\ 


0\ 



^ '^2; 



On ^-T^ ■i-TCTn .,— T^ ^— T^ ^— T^ ^-h^^ T-i^^ ■*— T 



o^ o^ o^ o^ o^ o^ o^„oS o 



o\ o ^ 



Achievement of Pupils 175 

made under the direction of the commercial teacher. The result 
was that the writing throughout the system suddenly became poorer. 
The free arm movement was insisted on though in the hope that ulti- 
mately it would result not only in better writing but in more rapid 
writing. 

A second sample of writing was taken on May i, 1914, under the 
same conditions governing the taking of samples as on October i, 
1 913. Table CV shows the results as well as a comparison by grades 
of the two sets of markings. 

On the whole, the markings of May i, 1914 showed no great im- 
provement over those of October i, 19 13. That condition was ex- 
pected, however, and the free arm movement is being tried out further 
during the year 1914-15. 

Table CVI shows the gains or losses of individual pupils during the 
second test as compared with the first test. In both cases each child 
is classified as to grade in the grade he was in when the first test was 
made. 

To illustrate the interpretation of Table CVI take the 5A grade 
as an example. There were twenty pupils tested in writing in May 
who were classified as 5a's in October and received the same mark 

TABLE CVI 

Gains and Losses made by Pupils Tested in Writing October 1, 1913, and 
May 1, 1914, Thorndike Scale. The Intervening Time having been 
GIVEN TO Introduction of Free Arm Movement in Writing 

Points Gained on Thorndike Scale 



4a 














5b 


16 


8 6 










5a 


20 


16 12 2 


1 


1 





7 


6b 


26 


11 8 2 


1 


1 






6a 


17 


14 6 1 


4 








7b 


15 


15 6 2 
12 11 5 



4 


4 






7a 


: 23 




8b . . 


8 


7 7 
5 5 3 





2 






8a 


10 




Total 


135 


88 61 15 


10 


8 




7 






Points Lost on the Thorndike 


Scale 






I 


2 3 


4 




5 


6 


4a 














5b 


12 


7 4 


2 




1 


1 


5a 


19 


4 


2 




1 




6b 


9 


15 3 


3 




1 




6a 


15 


10 6 


2 








7b 


13 


5 1 


5 








7a 


18 


3 3 


3 




1 




8b 


16 


5 5 
5 3 


1 





1 




8a 


7 




Total 


109 


54 25 


18 




5 


1 



176 



A Survey of a Public School System 



according to the Thorndike Scale in May as they had received in 
October. There were sixteen pupils who received a mark one step 
higher in May than in October while seven pupils received a mark 
seven points higher than in May. At the same time there were 
nineteen cases in which there was a loss of one point and one case 
in which the quality of writing dropped in May five points below 
what it was in October. 

In 135 cases there was neither gain nor loss. On the whole, there 
were 384 points gained and 395 points lost. 

In the spring of 191 5 Professor W. W. Black, dean of the School 
of Education, Indiana University, made a study of handwriting in 
the public schools of Indiana. The test was given in the Blooming- 
ton schools according to the accompanying directions which he sent 
out. The results are embodied in Table CVII. These results do not 
show an improvement in writing that there had been reason to hope 
for. 

TABLE CVII 

Showing ry Grade and Sex Result of Writing Test Given April 8, 
1915, AND Scored According to the Ayres Scale ^ 



Grade 



Sex 



2b. 
2b. 
2a. 
2a. 
3b. 
3b. 
3a. 
3a. 
4b. 
4b. 
4a . 
4a. 
5b. 
5b. 
5a. 
5a. 
6b. 
6b. 
6a. 
6a. 
7b. 
7b. 
7a. 
7a. 
8b. 
8b. 
8a. 
8a. 



Boys . 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 



No. 
54 
41 
48 
60 
55 
52 
57 
48 
60 
39 
59 
43 
51 
35 
56 
49 
57 
40 
45 
42 
32 
36 
25 
52 
25 
34 
23 
38 



Aver- 
age No. 
Letters 

PER 

Minute 

9.3 

11.8 



15. 

16. 

17. 

18. 

26. 

29.3 

32.1 

34.5 

37.1 

37.7 

47.0 

48.3 

43.3 

45.1 

44.7 

54.6 

52.8 

60.4 

52.0 

53.0 

58.0 

67.0 

59.7 

59.3 

58.6 

52.1 



Aver- 
age 
Scale 
Grade 

37.4 
46.6 
41.3 



Number of Individuals Receiving 

Each of the Grades on the Scale 

20, 30, 40, 50, 60, 70, 80, 90 



44. 

36. 

41. 

36. 

42. 

35. 

42. 

37. 

45. 

33.3 

38.6 

35.0 

44.7 

29.5 

39.5 

34.4 

38.8 

40.3 

49.2 

34.4 

47.3 

41.2 

64.4 

46.5 

58.9 



20 30 40 

6 20 16 
4 8 

14 13 
12 19 
26 13 

15 12 

13 19 9 

1 16 13 

14 26 6 
4 11 10 

7 25 11 

2 9 9 
10 26 7 

3 14 8 
9 29 8 

2 13 14 
25 19 7 

4 14 11 
9 17 11 

6 11 13 

3 8 
4 

7 7 



50 60 70 80 90 

8 2 2 
15 11 

9 5 
14 11 

9 2 



11 

9 

11 

8 

5 

10 



U) 11 
4 4 



11 

8 
7 
16 
8 
2 
6 
3 



3 

1 1 
1 

2 
3 

2 1 

3 1 
2 1 
1 

2 



12 11 
2 1 

13 8 
8 

4 
8 
8 14 



10 IC 
3 



5 2 
1 2 



' Papers scored by Superintendent of Schools 



Achievement of Pupils 177 

Table CVII reads thus: 54 boys in the 2B grade took the test. 
The average number of letters written by them per minute was 9.3 ; 
six of the 54 boys received a grade of 20 on their writing; twenty a 
grade of 30; sixteen a grade of 40, etc. The average scale grade for 
all 54 boys was 37.4. 

INSTRUCTIONS 

Taking Samples 

1. Take samples from second grade through high school, regardless of where 
the teaching of writing ends. 

2. Select for each grade, from pupils' readers (or olher sources in the upper 
grades and high school), some selection with which pupils of the grade are familiar. 
Have pupils write (copying the selection from the book) lor just five minutes. 

It is necessary that pupils be timed accurately in order that the rate of speed 
may be obtained. 

3. Have pupils write on paper such as they commonly use, either ruled or 
unruled. 

4. Have pupils use pen and ink. If pupils in primary grades are not accus- 
tomed to use pens, j)encils may be used in these grades. 

5. As nearly as possible, samples should be secured without the pupil's being 
conscious that his writing is being tested. 

6. Before taking sample, have pupil write his name, and indicate the grade to 
which he belongs (2b, 2a, etc.) on the back of his paper. 

If promotions are made annually instead of semi-annually, indicate the grade 
to which the pupil belongs on the principle that the first half of the year is to be 
classed as b, and the second half as a. 

Express all grades by numbers and letters, as 2b, 2a . . . 12b, 12a. 

7. Include all pupils of same grade in one report. Do not report by buildings. 

8. Keep boys' and girls' samples separate. 

Grading Samples 

1. Select a committee of two persons to scale samples, the two to work to- 
gether on each sample. 

Where the number of pupils in a system is considered too large to be graded by 
a single committee, two or more committees may be appointed. In the latter 
case, each committee should scale its proportion of samples in all grades, including 
the high school. 

2. Indicate the style of the handwriting on the face of the sample, and record 
in report, using the letters V (vertical), M (medium slant), S (full slant), X (not 
classifiable under V , M, or S). 

3. The grade and style as shown by the Scale should be marked on the face 
of the sample. 

4. Committees should study carefully the Ayres Report and Scale before begin- 
ning the work of scaling samples. 

Recording Scale Grades 

1. Make a separate report for each grade (2b, 2a, 3b, etc.). 

2. As the grade for each sample is recorded, give it a number, and write the 
number on the face of the sample and also in the column indicated in the report 
blank. 

Note. — As grades are recorded place samples in numerical order, for con- 
venience of those who determine the speed. 

3. Record grades of boys and girls in separate groups. Write Boys or Girls at 
the head of each group of grades. 

4. Fill in all the blanks at the head of the first page of the report for each grade. 



178 



A Survey of a Public School System 



Determining and Recording Speed 

1. Divide the number of letters in the sample by (5) to find the number of 
letters per minute written by the pupil. Write this number of letters per minute 
on the face of the sample. 

The rate may be made out by the room teacher. 

Note. — The number of letters in a given sample can be determined quickly if 
the one who makes out the rate of speed will write under each word in the selec- 
tion copied the total number of letters preceding it and included in it. If, for 
illustration, this note were copied by the pupil as a sample, the teacher could write 
in the printed copy used for counting " 4 " under the word "note," " 7 " under the 
word "the," " 13" under the word "number," etc. The total number of letters 
in a given sample can then be seen at a glance by finding the place (in the printed 
selection) of the last word in the sample. 

2. Record the number of letters per minute in the proper column, and opposite 
the sample number. 

Preserve samples for use in case further data should be needed. 
Send reports to Wm. W. Black, Bloomington, Indiana. 

During the latter part of the first semester of the year 1913-14 
the superintendent of schools gave the Courtis Tests in Reading, 
Composition, Spelling, and Writing and sent the papers to Mr. Courtis 
to be graded under his direction and by skilled graders. The results 
of the Writing test as reported by Mr. Courtis are here given. 



Handwriting 

TABLE CVIII 
Gr.\de According to Thorndike Scale 







Test i 


Test 


2 


Test 3 






Grade 


Median 


Variability 


Median Variability 


Median 


Variability 


4b. . 




11.8 


14 


8.8 


20 


10.6 




18 


4a. . 




11.4 


15 


8.4 


23 


9.8 




19 


5b. . 




11.5 


15 


8.8 


19 


10.3 




16 


5a. . 




12.0 


14 


8.7 


17 


10.3 




16 


6b. . 




11.6 


15 


8.9 


20 


10.2 




19 


6a. . 




11.5 


17 


8.8 


21 


10.0 




22 


7b.. 




11.9 


13 


9.6 


28 


11.2 




15 


7a.. 




11.7 


18 


9.3 


18 


10.2 




16 


8f 




12.1 
12.0 


12 

22 


9.5 
10.6 


22 
20 


10.4 
11.2 




18 


8a.. 




16 






Grade 


According 


to Ayres 


Scale 












Test i 


Test 


2 


Test 3 






Grade 


Median 


Variability 


Median V 


'ariability 


Median 


Variability 


4b. . 




62 


22 


45 


32 


54 




24 


4a. . 




58 


22 


42 


33 


51 




27 


5b. . 




57 


24 


41 


34 


53 




24 


5a. . 




59 


24 


43 


30 


50 




26 


6b. . 




61 


23 


45 


27 


50 




26 


6a . 




57 


24 


44 


34 


50 




30 


7b. . 




63 


22 


47 


28 


55 




25 


7a. . 




61 


24 


43 


28 


48 




29 


Xb 




60 


23 

27 


45 
49 


27 
26 


51 
54 




25 


8a. . 




56 


28 



Achievement of Pupils 



179 



TABLE CIX 

Efficiency in Writing Obtained by Finding Per Cent of Class Able to 
Write as well as Quality Twelve or Better on the Thorndike Scale 

Test i Test 2 Test 3 

4b 45 7 18 

4a 32 1 15 

5b 38 4 16 

5a 51 1 17 

6b 42 2 10 

6a 40 4 19 

7b...: 46 5 42 

7a 42 5 10 

8b.. 51 10 17 

8a r 48 15 26 

The Courtis tests provide for samples of handwriting taken under 
three different conditions. In Test i the children were given a copy 
to follow and were not only allowed to choose their own rate, but 
were told it w^as a handwriting test. In Test 2 the material was 
dictated to them at adult rate, about 

' THORNOIKE AVReS 

twenty-two words or one hundred '^ 

letters a minute. In Test 3 the ,^ thorndike 

children were unconscious of their u ^.^^ .,->^^'~-- 

writing, the main activity being the "_ /^^ ,.--' 

composition of an original story. "Test q "|^^._-— -^^^^^"'^^^^^-^'^ lo 
3 then," as Mr. Courtis says, "should «^"'' "ZT^s 

really be used to measure the quality of ^ ,rv. 

• • • • \ y\ / ^^ "" 

the product in handwriting, as in this V,,^/^ V \ 

test the handwriting was serving its 

normal purpose of expressing thought." ' ' V''' f" 

Reference to Table CVIII or to >, ^. — -A y 

Graph ^ shows what was clearly shown ..^ ^."t^ — -— -— •*» 

in the October and May tests in hand- Test i. 

writing, namely, that the achievement ~..~.~.. Test 3.' 

of pupils is practically uniform through- ^cordrg^tl'surch''^"'^' "-"' 

out the grades. Teaching should do ^^^ 5 ^^^^ Averages. 
two things — maintain proficiency 

gained in lower grades and add to that proficiency. The latter has 
not been done in the Bloomington schools, as the tests clearly indi- 
cate. Courtis in his comments says, "In comparison with other 
cities Bloomington rises early to the common level, and holds this 
position throughout." On the graph the figures for Madison, Wis- 
consin, are given for comparison in Test 3. The eighth-grade score 
for many school systems is between ten and eleven on the Thorndike 
Scale and with this figure the Bloomington schools agree. In every 



i8o 



A Survey of a Public School System 



24 



to 




grade, however, there are many poor writers and the proportion of 
good to poor is fairly constant. For the system as a whole about 
one child in five can make his handwriting as good as quality twelve 
or better in writing an original story. In other words, the efficiency 
of handwriting instruction on the basis of the final product is not 
over 20 per cent. The results show plainly that handwriting in the 
Bloomington schools offers a good field for work looking toward the 
improvement of the efficiency of the instruction. 

"A number of interesting points 
stand out in Table CX in con- 
nection with the results already 
reported. In Test i the rate was 
much slower and the quality better 
than in any other test. The effect 
of warning the children to give a 
good specimen of their hand- 
writing was to retard the speed 
by an amount equal to that of 
the effort of composing an original 
story. On the other hand, the 
speed of Test 2 was too great for 
most of the children, and the 
handwriting correspondingly poor. 
On the basis of grade averages, the 
relative values in the different 
tests are about the same except, 
with increasing maturity, the 
curves for Tests 2 and 3 approach 
each other more closely, as was to 
be expected. In the different 
classes, however, the relative value 
in the three tests shows wide variations. 

"It will be noted that the results by the Thorndike Scale seem more 
consistent and uniform than with the Ayres Scale, and this probably 
means that the Thorndike Scale is better. It permits of finer grada- 
tions, but the effect noted may be due wholly to the fact that the 
larger number of samples simply increases the number of factors 
entering into a judgment, so that the real differences smooth them- 
selves out. Nothing final can be said on this point. 

"As all these papers were scored by one person with frequent checks 
upon her first training, the results are as consistent as it is possible 



B^. * B 



^ io"^ 



Test s — Bloomington. 

5 — Standard. 

3 — Standard. 

" 3 — Bloomington. 

" I — Bloomington. 

" I — Standard. 



Fig. 6. Rates of Writing. 
Bloomington and Standard. 



Achievement of Pupils i8i 

to obtain at this time. In this connection it should be noted that of 
seventy-two judgments in one class, by the Thorndike Scale 50 per 
cent were exactly the same, 45 per cent within one unit, and 5 per cent 
within two units. In another class, by the Ayres Scale 73 per 
cent were the same, 26 per cent within one unit, and i per cent 
within two units. As one unit on the Ayres Scale is about equal to 
two units on the Thorndike Scale, the differences between the two 
scales is not as great as it seems. In both cases, however, the varia- 
tions in judgment did not affect the average score of the class. The 
class averages are perfectly reliable, therefore, and the individual 
scores nearly so. How the standard of the judge compares with that 
of other judges is another question, but in view of the uniformity of 
the 8th grade scores, there is probably not a great error from this 
source." 

Proficiency in writing is determined not only by the quality of the 
writing but by the quantity or by the speed at which the writing is 
done. 

TABLE CX 

Rate of Writing, Bloomington Schools, Compared with Courtis 

Standard 

Median Number of Words per Minute Number of 

Copying, Original Reproduc- Letters per 

Letters Story tion Minute 

Grade Test i Test 3 Test 5 Test i 

4b, Bloomington 10.0 10.9 11.8 46 

4a, Bloomington 10.9 12.5 14.6 47 

Fourth Sta)idard 12.6 12.0 13.6 55 

5b, Bloomington 11.9 13.7 17.1 51 

5a, Bloomington 13.1 15.3 18.3 57 

Fifth Standard 14.1 14.3 16.5 61 

6b, Bloomington 14.0 16.8 19.5 61 

6a, Bloomington 13.7 17.1 21.3 60 

Sixth Standard 15.6 15.8 19.2 59 

7b, Bloomington 15.4 16.8 20.9 67 

7a, Bloomington 14.3 16.9 21.3 62 

Seventh Standard 17.1 16.9 20.7 75 

8b, Bloomington 15.8 16.6 22.6 69 

8a, Bloomington 16.5 16.0 23.2 72 

Eighth Standard 18.1 17.5 22.3 79 

I quote from Mr. Courtis' report in regard to the speed of the writ- 
ing in the Bloomington schools. "In the tables will be found (i) 
rate of copying letters. Test i ; (2) rate of writing an original story, 
Test 3; and (3) rate of reproduction. Test 5. The first measures the 
rate at which letters can be written by a child when he has nothing 
to think except that he must make his handwriting as perfect as 



1 82 A Survey of a Public School System 

possible. As the children chose their own rates these results furnish 
a means of determining at what rate children should be given their 
writing practice. The development from grade to grade shows some- 
thing of the development that comes with maturity. The results 
should be judged from this point of view. 

"The second is influenced by two factors: (i) ease of thinking; (2) 
ease of expression. That is, a child that has a vivid imagination and 
that can readily think up an original story writes a larger number of 
words per minute than a child without the ability to do such thinking. 
But the actual number of words written per minute may also be de- 
termined by the ease of expression. For the child that is master of 
English composition will put his thoughts into words more readily 
than one who has not learned to choose words to express his thoughts, 
or to construct a sentence rapidly. Further a child's rate may be 
influenced by the rate of motor activity. 

"For all these reasons the rate of reproduction becomes impor- 
tant. In reproduction tests the words and ideas are supplied, and 
even the sentence structure is largely determined. For everyone, 
the rate of reproduction is higher than the rate of composition, but 
a child that has a greater or less difference than the average is having 
trouble at some point. 

"If his rate of reproduction is equal to his rate of composition and 
his scores are high, he is an exceptional child. 

"If his scores are low, he is probably having trouble with expres- 
sion, and needs work in which deas are supplied but words are not, 
that he may learn to put ideas into words. 

"If his rate of reproduction is normal, but his rate of composition 
is low, he probably needs work to stimulate his imagination and 
imagery; help on the content side rather than the mechanical side. 



Rate of Copying Letters 

"In Table CX a summary will be found by grades. It is given in 
letters per minute rather than words, in spite of the fact that the 
record sheet is prepared the other way, because at a late hour it was 
found that the conversion to words had been made on a false assump- 
tion. For adults, one word on the average equals 4.5 letters. For 
fourth-grade children, however, the number ranges from 3.2 to 4, 
averaging about 3.5. At the eighth grade the average value is 4.1 
according to a rather limited count. For this reason any conclusions 
made by comparing the scores in Test i with those in the other tests 



Achievement of Pupils 183 

would be wrong. The scores are therefore given in letters per min\ite. 
This change would not affect the graph, and this is drawn in words. 
The difference needs to be kept in mind only when making compari- 
sons on an absolute basis. 

Developtnent Curves 

"In Graph 6 are given the development curves for the rates of 
writing; also for comparison the median scores derived from the 
general tabulations from 2800 children in six states. These last are 
called standard scores. The curve for copying letters shows a steady 
development except at the 7A grade. The absolute value of this 
curve for Bloomington falls below the similar general curve (iS). 
This means either that the Bloomington children have slower habits 
of response, or that the admonition to make their handwriting as 
legible as possible made them take more pains than most children. 
For the general tabulations the curves for copying letters and for 
rate of writing an original story closely agree, but in Bloomington 
this is not true. In other words, most children show a retardation in 
rate of writing while trying to make good penmanship about equal 
to that caused by trying to compose an original story, but the Bloom- 
ington children show a greater retardation. It is hard to tell how this 
should be interpreted. It probably means that more attention has 
been given to handwriting in the Bloomington schools than elsewhere, 
so that the children paid attention to the directions for legible writing. 
But whatever the real meaning, one thing is certain. The child that 
writes at but 15.7 words per minute when it is preparing "samples" 
of handwriting and 24 words per minute when reproducing a story 
it has read, is likely to find that its skill in handwriting will not 
stand the strain of the more rapid work. In other words, more 
attention should be paid to attaining handwriting of say quality 
60 on the Ayres Scale at a speed equal to that of the greatest de- 
mands made by the life of the child. The Detroit schools have adopted 
standards' of speed in conformity with this idea, and it is probable 
that the Bloomington schools would benefit by similar standards. 

"The curve for rate of writing in Test 3, the Original Story, agrees 
with the general tabulations at the fourth grade, is higher up to 
7B, and then falls below. The curves show that conditions are very 
good up to 6a and increasingly poorer from that grade on until the 
final product falls below that of other cities. The dotted line shows 
the probably final curve if the work in the upper grades was on a 
par with that in the lower. 



184 A Survey of a Public School System 

"The curve for reproduction shows the rate at which children 
write when there is no effort for words or ideas. It is the rate of free 
writing, and both the Bloomington and the general curves which 
closely agree (the differences are all in favor of Bloomington) show that 
while the curve is approaching a maximum, adult ability in this line 
will not be reached for several years more. It suggests that the tests 
should be continued through the high school and college until the 
maximum is determined." 

6. Spelling 

Two tests in spelling are included in this study. The tests used 
by B. R. Buckingham in "SpeUing Ability — Its Measurement and 
Distribution," published by Teachers College, Columbia University, 
were given the latter part of the first semester of the year 1913-14. 
These tests include Mr. Buckingham's own Hst and the Hst used by 
Mr. Rice a few years ago. The second spelling tests, the Courtis 
Tests, were given the latter part of the second semester of the year 
1913-14. All the pupils in all the grades are represented except 
in the Rice Tests in the 4B grade, in which through an error of the 
teacher eight colored 4b's included in the total of 122 failed to take 
the test on the following words: because, thought, writing, language, 
feather, light, surface, rough, smooth. 



BUCKINGHAM TESTS IN SPELLING 

TABLE CXI 

Distribution Table — Buckingham Fifty-Word Test in Spelling ^ 

Grade 2B 2A 

Number in Grade 93 71 

Falling in Each Group "Falling in Each Group 

Bloomington Buckingham Bloomington Buckingham 

Grade on Test No. Per Cent No. Per Cent No. Per Cent No. Per Cent 

0-10 39 22.0 

11-20 1 1.1 32 18.0 5 3.0 

21-30 13 14.0 37 21.0 9 5.0 

31-40 11 11.8 27 16.0 4 5.6 29 17.0* 

41-50 9 9.7 18 10.0 15 21.1 26 15.0 

51-60 10 10.8 14 18.0 47 28.0 

61-70 19 20.4 5 3.0 3 4.2 31 18.0 

71-80 21 22.6 2 1.0 12 16.9 14 18.0 

81-90 9 9.7 1 .6 24 33.8 7 4.0 

91-100 13 18.3 1 .6 

Totals... 93 175 71 169 

Medians.. 56.6 26.5 75.4 56.17 

1 For Buckingham results see "Spelling Ability — Its Measurement and Distribution," B. R. 
Buckingham, page S7- 



Achievement of Pupils 



185 



TABLE CXI (Continued) 
Distribution Table — Buckingham Fifty- Word Test in Spelling 



Grade 




3B 


AND 


3A 






4B 


and 4A 




Number in Grade 






186 










19s 








Falling in Each Group 




Falling in Each ' 


Group 




Bloomington 




Buckingham 


Bloomington 


Buckingham 


Grade on Test 


No. 


Per Cent 


No. 


Per Cent 


No. 


Per Cent No. 


Per Cent 


0-10 




















11-20 








1 


.6 










21-30 


1 


5.0 




4 


2.0 










31-40 


10 


5.4 




7 


4.0 


4 


2.1 






41-50 


39 


21.0 




11 


7.0 


12 


6.2 


4 


1.0 


51-60 


3 


1.6 




25 


15.0 






13 


4.0 


61-70 


3 


1.6 




33 


20.0 


1 


.5 


29 


9.0 


71-80 


9 


4.8 




36 


21.0 


9 


4.6 


50 


16.0 


81-90 


24 


12.9 




30 


18.0 


33 


16.9 


86 


27.0 . 


91-100 


97 


52.2 




21 


13.0 


136 


69.7 


134 


42.0 


Totals .... 


186 






168 




195 




316 




Medians.. . 




85.5 






72.5 




86.5 




88.12 



Distribution Table 



TABLE CXII 
Buckingham One-Hundred Word Test in Spelling ^ 



Grade Third Fourth 

Number in Grade 181 210 

Falling in Each Group Falling in Each Group 

Bloomington Buckingham 1 Bloomington Buckingham 

Grade on Test No. Per Cent No. Per Cent No. Per Cent No. Per Cent 

0-5 1 .6 9 2.0 1 .2 

6-10 3 1.7 22 4.9 1 .2 

11-15 7 3.9 30 6.7 10 2.1 

16-20 4 2.2 38 8.5 2 1.0 12 2.6 

21-25 14 7.7 44 9.9 1 .5 13 2.8 

26-30 16 8.8 47 10.1 2 1.0 23 4.9 

31-35 11 6.1 34 7.6 6 2.9 29 6.2 

36^0 10 5.5 38 8.5 7 3.3 27 5.8 

41-^5 8 4.4 24 5.4 8 3.8 30 6.4 

46-50 16 8.8 34 7.6 9 4.3 33 7.1 

51-55 16 8.8 26 5.8 9 4.3 27 5.8 

56-60 12 6.6 24 5.4 17 8.1 31 6.6 

61-65 10 5.5 26 5.8 20 10.0 39 8.4 

66-70 17 9.4 17 3.8 17 8.1 29 6.2 

71-75 6 3.3 13 2.9 24 11.4 45 9.6 

76-80 10 5.5 8 1.8 25 11.9 35 7.5 

81-85 6 3.3 4 .9 25 11.9 33 7.1 

86-90 10 5.5 4 .9 20 10.0 26 5.6 

91-95 2 1.1 3 .7 14 6.7 19 4.1 

96-100 2 1.1 4 1.9 4 .9 

Totals.... 181 445 210 467 

Medians.. 54.5 35.8 71.5 60.7 

• See "Spelling Ability — Its Measurement and Distribution," B. R. Buckingham, page 27. 



1 86 



A Survey of a Public School System 



Distribution Table 



TABLE CXII (Continued) 
Buckingham One-Hundred Word Test in Spelling 



Grade 




FlPTH 








Sixth 




Number in GROxn> 






192 








IS7 








Falling in 


Each Group 




Falling 


in Each 


Group 




Bloomington 


Buckingham 


Bloomington 


HUCKINGHAM 


Grade on Test 


No. 


Per Cent No. 


Per Cent 


No. 


Per Cent No. 


Per Cent 


0-5 


1 


.5 


1 


.2 










6-10 






2 


.4 










11-15 






1 


.2 


1 


.6 






16-20 






2 


.4 










21-25 






6 


1.2 






2 


.5 


26-30 


1 


.5 


12 


2.3 










31-35 


1 


.5 


13 


2.5 






2 


.5 


36-40 






11 


2.1 










41-45 






18 


3.5 


1 


.6 


6 


1.4 


46-50 


2 


1.0 


28 


5.4 


1 


.6 


4 


1.0 


51-55 


2 


1.0 


20 


3.9 


1 


.6 


6 


1.4 


56-60 


5 


2.6 


32 


6.2 


1 


.6 


15 


3.6 


61-65 


11 


5.7 


44 


8.5 


3 


1.9 


12 


2.9 


66-70 


11 


5.7 


48 


9.3 


3 


1.9 


23 


5.5 


71-75 


22 


11.5 


49 


9.5 


3 


1.9 


30 


7.2 


76-80 


16 


S.3 


59 


11.5 


13 


S.3 


52 


12.4 


81-85 


17 


8.9 


37 


7.2 


9 


5.7 


67 


16.0 


86-90 


37 


19.2 


64 


12.4 


26 


16.6 


61 


14.6 


91-95 


37 


19.2 


50 


9.7 


40 


25.5 


101 


24.2 


96-100 


29 


15.1 


18 


3.5 


55 


35.0 


37 


8.9 


Totals 


192 




515 




157 




418 




Medians. . . 




86.0 




73.1 




92.1 




84.9 



Distribution Table — Buckingham One-Hundred Word Test in Spelling 



Grade 
Number in Grade 



Seventh 

147 

Falling in Each Group 

Bloomington Buckingham 



Eighth 

87 

Falung in Each Group 



Bloomington 



Buckingham 



Grade on Test No. 

0-5 

6-10 

11-15 

16-20 

21-25 

26-30 

31-35 

36-40 

41^5 

46-50 

51-55 1 

56-60 1 

61-65 4 

66-70 5 

71-75 4 

76-80 4 

81-85 3 

86-90 18 

91-95 39 

96-100 ^8 

Totals.... 147 
Medians... 



Per Cent No. Per Cent No. Per Cent No. Per Cent 



.7 

.7 

2.7 

3.4 

2.7 

2.7 

2.0 

12.2 

26.5 

46.2 



2 

1 

3 

5 

6 

'8 

18 

31 

38 

79 

93 

79 



.5 

.5 

.3 

.8 

1.4 

1.6 

2.2 

4.9 

8.5 

10.4 

21.6 

25.5 

21.6 



3 
15 
68 



94.4 



365 



87 



1.1 



3.4 
17.2 
78.2 



90.5 



96.4 



1 

1 

3 

8 

11 

9 

41 

'80 

J 13^ 

268 



.4 

.4 

1.1 

2.9 

4.0 

6.9 

14.8 

28.9 

40.8 



94.68 



Achievement of Pupils 1S7 

Tables CXI and CXII read as follows: The first horizontal line 
below the title indicates the grades. Beneath this line is a row of 
figures indicating the number of pupils in each grade taking the test. 
The horizontal line beginning o-io indicates for each grade both the 
absolute number of cases and the per cent that such cases are of the 
whole number in that grade taking the test that made grades falling 
within the Umits of nothing up to ten. 

The table shows that the Bloomington schools are more proficient 
in the second and third grade spelling than in the fourth grade accord- 
ing to comparative results. The median grade for Bloomington in 
the 2B group is 56.6 while the Buckingham standard is 26.5. For 
Bloomington 2a's the median is 75.4 as against 56.17 according to 
Buckingham. In the third grade Bloomington shows a median grade 
of 85.5, Buckingham 72.5, In the fourth grade Bloomington 86.5, 
Buckingham 88.12. 

Table CXI shows, as does Table CXII, that Bloomington gets 
comparatively better results in the lower than in the higher grades. 
In the lower grades the results are distinctly better than the Buck- 
ingham results. In the seventh and eighth grades the differences 
become slight, though there the advantage is sHghtly in favor of 
Bloomington. 





TABLE CXIII 




Number of Words Missed Per Hundred Written, and Per Cent of each 




Grade Making Less than One Mistake Per Hundred Words 








Per Cent of Grade 




Average Number 


Average Number 


Making Less Than 




OF Words Missed 


OF Words Missed 


One Mistake Per 




PkR Hl'NDRED 


Per Hundred 


Hundred Words 




Written in Dk- 


Written, Original 


Written in Orig- 




Grade tation Exercise 


Story Exercise 


inal Story Exercise 


4b.. 




4.9 


16 


4a.. 




4.1 


12 


5b.. 




4.0 


20 


5a., 




3.6 


24 


6b.. 




2.3 


22 


6a.. 




2.5 


24 


7b.. 


'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'.'. 5.0 


1.6 


35 


7a.. 


3.2 


1.5 


39 


8b.. 


2.8 


.9 


59 


8a.. 


2.8 


1.0 


52 



COURTIS TESTS IN SPELLING 

Mr. Courtis determines proficiency in spelling by the degree of 
accuracy in spelling in the written work of the pupils. For the Bloom- 
ington schools he scored the papers of all seventh and eighth grade 



1 88 A Survey of a Public School System 

pupils on the dictation exercise and all the grades from the 4B to 
the 8a inclusive on the original story exercise. Table CXIII 
shows the number of words misspelled per hundred written, as well 
as the per cent of each grade making less than one mistake per 
hundred words written. 

Mr. Courtis comments as follows on Table CXIII : "The general 
development of spelling ability in Bloomington is of the same general 
character as that in other cities but as far as can be judged from these 
results much better." 



RICE SPELLING TESTS AS USED IN BUCKINGHAM STUDY 

Buckingham's study shows results by full years while the Bloom- 
ington study is by half years. For Bloomington, therefore, is shown 
separately the per cent of all 4B and 4A pupils spelling each word 
correctly. Buckingham combines 4B and 4A grades in fourth-grade 
results. The results in the Rice test point in the same direction 
as the results in the Buckingham proper tests, namely, that Bloom- 
ington gets fairly good results in spelling early in the grades and 
throughout the grades gets a higher degree of accuracy than do those 
systems tested by Buckingham. 

TABLE CXIV 

Rice Sentence Test in Spelling Used by Buckingham ^ 

Grade 4B 4A 

122 87 
Correct Correct 

Bloomington Buckingham Bloomington 

No. Per Cent No. Per Cent No. Per Cent 

Running 68 55.7 48.0 53 60.9 

Slipped 36 29.5 30.0 60 68.9 

Listened 58 47.5 29.6 40 46.0 

Queer 62 50.9- 56.9 52 59.8 

Speech 42 34.4 45.3 36 4L4 

Believe 76 62.3 37.2 44 50.6 

Weather 95 77.9 70.9 79 90.8 

Changeable... 22 18.0 27.7 17 19.5 

Whistling... 34 27.9 27.3 46 52.8 

Frightened... 38 31.1 17.8 42 48.3 

Always 95 77.9 53.8 81 93.1 

Changing.... 78 63.9 58.5 69 79.3 

Chain 38 31.1 57.8 50 57.5 

Loose 34 27.9 24.7 44 50.6 

Baking 100 82.0 63.4 64 73.6 

Piece 49 40.2 58.5 40 46.0 

Receive 32 26.2 21.1 35 40.2 

Laughter 72 59.0 59.9 70 80.5 

Distance 64 52.5 35.6 60 69.0 

' See " Spelling Ability — Its Measurement and Distribution," B. R. Buckingham, pp. 78-79. 



Achievement of Pupils 



189 



TABLE CXIV (Continued) 
Rice Sentence Test in Spelling Used by Buckingham^ 



Grade 




4B 




4A 


Number in Grade 




122 

Correct 




87 

Correct 






Bloomington 


Buckingham 


Bloomington 




No. 


Per Cent 


Per Cent 


No. Per Cent 


Choose 


32 


26.2 


41.7 


33 37.9 


Strange 


85 


69.7 


57.7 


76 87.4 


Picture 


78 


63.9 


69.6 


81 93.1 


Because 


91 


74.6 


66.2 


80 91.9 


Thought 


89 


73.0 


58.7 


77 88.5 


Purpose 


25 


20.5 


21.7 


42 48.2 


Learn 


87 


71.3 


70.1 


76 87.4 


Lose 


69 


56.6 


46.4 


44 50.6 


Almanac 


6 


4.9 


10.1 


11 12.6 


Neighbor .... 


22 


18.0 


27.5 


70 80.5 


Writing 


72 


63.1 


56.3 


74 85.1 


Language .... 


60 


52.6 


40.3 


74 85.1 


Careful 


62 


50.8 


54.3 


61 70.1 


Enough 


64 


52.5 


54.9 


66 75.9 


Necessary 


7 


5.8 


4.5 


25 28.7 


Waiting 


77 


63.1 


55.9 


69 79.3 


Disappoint. . . 


6 


4.9 


11.7 


1 1.1 


Often 


101 


82.8 


51.6 


71 81.6 


Covered 


72 


63.1 


42.1 


56 64.4 


Mixture 


45 


36.9 


33.6 


47 54.0 


Getting 


60 


49.1 


57.5 


53 60.9 


Better 


101 


82.8 


80.6 


77 88.5 


Feather 


75 


65.8 


77.1 


80 91.9 


Light 


88 


77.8 


77.5 


81 93.1 


Deceive 


21 


17.2 


18.4 


22 25.3 


Driving 


104 


85.2 


59.7 


82 94.3 


Surface 


46 


40.4 


48.4 


44 50.6 


Rough 


73 


64.0 


64.2 


65 74.7 


Smooth 


42 


36.8 


47.2 


44 50.6 


Hopping 


86 


70.5 


58.1 


69 79.3 


Certainly. . . . 


18 


14.8 


16.8 


30 34.5 



Rice Sentence Test in Spelling used by Buckingham^ 



Grade 
Number in Grade 



5B 





no 






89 




Correct 






Correct 


Bloomington 


Buckingham 


Bloomington 






STH Grade 






No. 


Per Cent 


Per Cent 


No. 


Per Cent 


64 


58.2 


66.0 


81 


91.0 


63 


57.3 


34.8 


49 


55.1 


79 


71.8 


40.4 


58 


65.2 


72 


65.5 


58.8 


54 


60.7 


42 


38.2 


41.4 


43 


48.3 


84 


76.4 


49.7 


71 


49.8 


107 


97.3 


57.5 


83 


93.3 


43 


39.1 


31.3 


35 


39.3 


73 


66.4 


40.0 


57 


64.0 


76 


69.1 


42.7 


59 


66.3 


102 


92.7 


68.7 


83 


93.3 



Running 

Shpped 

Listened 

Queer 

Speech 

Believe 

Weather 

Changeable 

Whistling 

Frightened 

Always 

1 See " Spelling Ability — Its Measurement and Distribution 



B. R. Buckingham, pp. 78-79. 



I go 



A Survey of a Public School System 



TABLE CXIV {Continued) 
Rice Sentence Test in Spelling used by Buckingham 



Grade 
Number in Grade 



No. 

Changing 87 

Chain 76 

Loose 65 

Baking 96 

Piece 78 

Receive 67 

Laughter 98 

Distance 82 

Choose 82 

Strange 94 

Picture 101 

Because 90 

Thought 94 

Purpose 85 

Learn 101 

Lose 63 

Almanac 57 

Neighbor 91 

Writing 81 

Language 86 

Careful 80 

Enough 97 

Necessary 66 

Waiting. 82 

Disappoint 39 

Often 102 

Covered 94 

Mixture 77 

Getting 88 

Better 108 

Feather 94 

Light 93 

Deceive 38 

Driving 97 

Surface 59 

Rough 82 

Smooth 69 

Hopping 97 

Certainh- 68 



SB 



no 






89 


Correct 




Correct 


Bloomington 


Buckingham 


Bloomington 




5TH Grade 






Per Cent 


Per Cent 


No. 


Per Cent 


79.1 


69.2 


72 


80.9 


69.1 


59.8 


74 


83.1 


59.1 


49. P 


56 


62.9 


87.3 


75.7 


75 


84.3 


70.9 


62.2 


65 


73.0 


60.9 


51.7 


38 


42.7 


89.1 


71.4 


87 


97.8 


74.5 


67.2 


69 


77.5 


74.5 


46.3 


69 


77.5 


85.4 


74.2 


78 


87.6 


91.8 


87.5 


85 


95.5 


81.8 


83.9 


85 


95.5 


85.4 


72.4 


82 


92.1 


77.3 


47.3 


60 


67.4 


91.8 


84.9 


86 


96.6 


57.3 


53.1 


59 


66.3 


51.8 


21.5 


60 


67.4 


82.7 


66.6 


73 


82.0 


73.6 


74.0 


70 


78.7 


78.2 


62.8 


80 


89.9 


72.7 


58.6 


79 


88.8 


88.2 


68.0 


82 


92.1 


60.0 


21.5 


49 


55.1 


74.5 


66.8 


74 


83.1 


35.5 


27.4 


55 


61.8 


92.7 


57.5 


85 


95.5 


85.4 


62.6 


79 


88.8 


70.0 


62.6 


70 


78.7 


80.0 


74.4 


84 


94.4 


98.2 


91.8 


88 


98.9 


85.4 


84.1 


83 


93.3 


84.5 


90.5 


83 


93.3 


34.4 


46.3 


30 


33.7 


88.2 


77.1 


86 


96.6 


53.6 


79.1 


72 


80.9 


74.5 


69.8 


79 


88.8 


62.7 


51.3 


74 


61.9 


88.2 


58.1 


80 


89.9 


61.8 


36.0 


48 


53.9 



Rice Sentence Test in Spelling used by Bucktngh.'Vm 



Grade 
Number in Grade 



Running. 
Slipped. . 
Listened . 
Queer. . . 



6b 






6a 


8s 






74 


Correct 




Correct 


Bloomington 


Buckingham 
6th Grade 




Bloomington 


No. Per Cent 


Per Cent 


No. 


Per Cent 


75 87.1 


76.8 


69 


93.2 


54 63.5 


42.7 


55 


74.3 


71 83.5 


53.5 


71 


95.9 


60 70.6 


77.3 


62 


83.8 



Achievement of Pupils 



191 



TABLE CXIV {Continued) 
Rice Sentence Test in Spelling used by Buckingham 



Grade 
Number in Grade 



No. 

Speech 60 

Believe 77 

Weather 84 

Changeable 48 

Whistling 62 

Frightened 65 

Always 78 

Changing 67 

Chain 75 

Loose 52 

Baking 77 

Piece 64 

Receive 61 

Laughter 78 

Distance 78 

Choose 68 

Strange 80 

Picture 83 

Because 

Thought 

Purpose 76 

Learn 83 

Lose 63 

Almanac 64 

Neighbor 79 

Writing 

Language 

Careful 75 

Enough 83 

Necessary 60 

Waiting 77 

Disappoint 53 

Often 82 

Covered 81 

Mixture 80 

Getting 81 

Better 83 

Feather 

Light 

Deceive 50 

Driving 80 

Surface 

Rough 

Smooth 

Hopping 73 

Certainly 68 

Grateful 57 

Elegant 48 

Present 75 

Patience 55 

Succeed 75 

Severe 60 



6b 



6a 



85 




74 


Correct 


Correct 


Bloomington 


Buckingham 
6th Grade 


Bloomington 


Per Cent 


Per Cent 


No. Per Cent 


70.6 


72.0 


55 74.3 


90.6 


64.4 


63 85.1 


98.8 


82.8 


74 100.0 


56.5 


46.7 


47 63.5 


72.4 


49.0 


64 86.5 


76.5 


55.6 


66 89.2 


91.8 


78.5 


69 93.2 


78.8 


74.5 


68 91.9 


87.1 


75.3 


67 90.5 


61.2 - 


45.2 


56 75.7 


83.5 


83.6 


72 97.3 


75.3 


69.9 


62 83.8 


71.8 


59.8 


54 73.0 


91.8 


75.5 


69 93.2 


91.8 


75.8 


72 97.3 


80.0 


56.8 


58 78.4 


94.1 


86.9 


71 95.9 


97.6 


94.4 


73 98.6 


89.4 


66.9 


67 90.5 


97.6 


93.2 


73 98.6 


74.1 


56.8 


52 70.3 


75.3 


38.6 


59 79.7 


92.9 


65.2 


73 98.6 


87.1 


68.9 


69 93.2 


97.6 


80.3 


71 95.9 


70.6 


42.7 


45 60.8 


90.6 


82.3 


71 95.9 


62.4 


34.6 


54 73.0 


96.5 


75.8 


72 97.3 


95.3 


77.5 


72 97.3 


94.1 


83.3 


66 89.2 


95.3 


87.4 


72 97.3 


97.6 


94.9 


74 100.0 


58.8 


53.5 


36 48.6 


94.1 


88.1 


72 97.3 


85.9 


68.4 


71 95.9 


80.0 


57.1 


66 89.2 


67.1 


39.1 


57 77.0 


56.5 


53.5 


44 59.5 


87.1 


69.7 


68 91.9 


64.7 


43.4 


54 73.0 


87.1 


53.0 


66 89.2 


70.6 


40.9 


62 83.8 



192 



A Survey of a Public School System 



TABLE CXIV (Continued) 
Rice Sentence Test in Spelling used by Buckingham'' 



Grade 
Number in Grade 



No 

Accident 62 

Sometimes 80 

Sensible 47 

Business 51 

Answer 72 

Sweeping 80 

Properly 74 

Improvement 71 

Fatiguing 19 

Anxious 66 

Appreciate 43 

Assure 56 

Imagine 44 

Peculiar 46 

Character 47 

Guarantee 15 

Approval 49 

Intelligent 22 

Experience 42 

Delicious 51 

Realize 52 

Importance 67 

Occasion 52 

Exceptions 54 

Thoroughly 27 

Conscientious 6 

Therefore 76 

Ascending 34 

Praise 68 

Wholesome 52 



6b 






6a 


8S 






74 


Correct 






Correct 


Bloomington 


Buckingham 


Bloomington 




6th Grade 






1. Per Cent 


Per Cent 


No. 


Per Cent 


> 72.9 


45.5 


61 


82.4 


) 94.1 


52.5 


73 


98.6 


? 55.3 


34.3 


44 


59.5 


60.0 


46.0 


51 


68.9 


! 84.7 


74.0 


73 


98.6 


) 94.1 


87.4 


72 


97.3 


[ 87.1 


61.1 


66 


89.2 


83.5 


59.6 


71 


95.9 


22.4 


12.6 


28 


37.8 


77.6 


49.0 


62 


83.3 


50.6 


31.8 


41 


55.4 


65.9 


58.1 


69 


93.2 


51.8 


33.6 


53 


71.6 


54.1 


24.0 


49 


66.2 


55.3 


40.2 


56 


75.7 


17.6 


11.6 


23 


30.1 


57.6 


38.1 


50 


67.6 


25.9 


37.1 


30 


40.5 


49.4 


44.4 


61 


82.4 


60.0 


31.2 


54 


73.0 


61.2 


53.5 


49 


66.2 


78.8 


47.5 


61 


82.4 


61.2 


34.8 


59 


79.7 


63.5 


48.2 


52 


70.3 


31.8 


18.7 


43 


58.1 


7.1 


.3 


10 


13.5 


89.4 


36.4 


69 


93.2 


4'J.O 


37.6 


34 


45.9 


80.0 


69.0 


70 


94.6 


61.2 


56.3 


53 


71.6 



Rice Sentence Test in Spelling used by Buckingham 



Grade 
Number in Grade 



7E 



Correct 



Bloomington 



No. Per Cent 

Running 81 94.2 

Slipped 63 73 . 3 

Listened 76 88.4 

Queer 73 84.9 

Speech 60 69.8 

Believe 72 83.7 

Weather 83 96.5 

Changeable 60 69.8 

Whistling 70 81.4 

Frightened 78 90.7 

Always 82 95.3 

Changing 83 96.5 



Buckingham 
7TH Grade 
Per Cent 

85.0 
51.8 
69.8 
79.0 
77.1 
62.1 
88.0 
66.8 
68.7 
71.4 
88.6 
89.6 



7A 

62 

Correct 

Bloomington 



61 
51 

58 
53 
37 
54 
58 
41 
55 
54 
61 
57 



Per Cent 
98.4 
82.3 



.5 

.4 

.7 

1 

.5 
1 

88.7 
87.1 
98.4 
91.9 



93. 
85. 
59. 
87. 
93. 
66. 



Achievement of Pupils 



193 



TABLE CXIV (Continued) 
Rice Sentence Test in Spelling used by Buckingham 



Grade 
Number in Grade 



No. 

Chain 77 

Loose 65 

Baking 76 

Piece 66 

Receive 72 

Laughter 80 

Distance 84 

Choose 68 

Strange 78 

Picture 83 

Because 

Thought 

Purpose 83 

Learn 84 

Lose 70 

Almanac 61 

Neighbor 79 

Writing 

Language 

Careful 77 

Enough 81 

Necessary 65 

Waiting 78 

Disappoint 59 

Often 85 

Covered 86 

Mixture 83^ 

Getting 82 

Better 86 

Feather 

Light 

Deceive 60 

Driving 84 

Surface 

Rough 

Smooth 

Hopping 83 

Certainly 72 

Grateful 50 

Elegant 42 

Present 83 

Patience 58 

Succeed 77 

Severe 66 

Accident 66 

Sometimes 83 

Sensible 37 

Business 45 

Answer 83 

Sweeping 83 

Properly 79 

Improvement 80 



7B 




7A 


^ 86 




62 


Correct 




Correct 


Bloomington 


Buckingham 
7TH Grade 


Bloomington 


Per Cent 


Per Cent 


No. Per Cent 


89.5 


88.0 


60 96.8 


75.6 


63.2 


54 87.1 


88.4 


93.5 


58 93.5 


76.7 


83.7 


50 80.6 


83.7 


62.1 


47 75.8 


93.0 


88.8 


59 95.1 


97.7 


88.0 


58 93.5 


79.1 


83.1 * 


56 90.3 


90.7 


93.5 


62 100.0 


96.5 


97.5 


60 96.8 


96.5 


74.7 


61 98.4 


97.7 


95.9 


61 98.4 


81.4 


60.0 


25 40.3 


70.9 


58.6 


54 87.1 


91.9 


85.0 


58 93.5 


89.5 


85.8 


59 95.1 


94.2 


91.0 


55 88.7 


75.6 


37.6 


51 82.3 


90.7 


89.6 


59 95.1 


68.6 


32.4 


53 85.4 


98.8 


87.2 


58 93.5 


100.0 


90.2 


61 98.4 


96.5 


91.0 


56 90.3 


95.3 


94.6 


59 95.1 


100.0 


98.6 


62 100.0 


69.8 


54.8 


37 59.6 


97.7 


65.7 


58 93.5 


96.5 


81.2 


62 100.0 


83.7 


79.0 


58 93.5 


58.1 


58.6 


44 70.9 


48.8 


65.7 


46 74.2 


96.5 


79.0 


47 75.8 


67.4 


63.0 


55 88.7 


89.5 


70.8 


58 93.5 


76.7 


61.3 


56 90.3 


76.7 


68.9 , 


53 85.4 


96.5 


67.3 


62 100.0 


43.0 


55.0 


38 61.3 


52.3 


53.7 


52 83.9 


95.6 


86.9 


57 91.9 


96.5 


92.1 


58 93.5 


91.9 


73.0 


58 93.5 


93.0 


69.5 


56 90.3 



194 



A Survey of a Public School System 



TABLE CXIV {Continued) 
Rice Sentence Test in Spelling used by Buckingham 



Grade 
Number in Grade 



No. 

Fatiguing 19 

Anxious 67 

Appreciate 43 

Assure 60 

Imagine 50 

Peculiar 56 

Character 57 

Guarantee 13 

Approval 68 

Intelligent 30 

Experience 44 

Delicious 59 

Realize 57 

Importance 75 

Occasion 52 

Exceptions 80 

Thoroughljf 46 

Conscientious 59 

Therefore 74 

Ascending 45 

Praise 77 

Wholesome 61 



7B 






7A 


86 






62 


Correct 




Correct 


Bloomington 


Buckingham 


Bloomington 




7TH Grade 






Per Cent 


Per Cent 


No. 


Per Cent 


22.1 


25.3 


31 


50.0 


77.9 


66.2 


56 


90.3 


50.0 


49.0 


46 


74.2 


69.8 


68.9 


51 


82.3 


58.1 


47.7 


45 


72.6 


65.1 


46.3 


45 


72.6 


66.3 


47.1 


52 


83.9 


15.1 


19.9 


20 


32.3 


79.1 


56.9 


50 


80.6 


34.9 


43.6 


41 


66.1 


51.2 


63.5 


49 


79.0 


68.6 


61.6 


53 


85.4 


66.3 


65.7 


39 


62.9 


87.2 


73.3 


59 


95.1 


60.5 


44.4 


52 


83.9 


93.0 


57.2 


53 


85.4 


53.5 


31.1 


42 


67.7 


68.6 


1.6 


44 


70.9 


86.0 


62.4 


59 


95.1 


52.3 


52.0 


43 


69.3 


89.5 


78.2 


57 


91.9 


70.9 


74.7 


51 


82.3 



Rice Sentence Test in Spelling used by Buckingham 



Grade 
Number in Grade 



No. 

Running 61 

Slipped 54 

Listened 57 

Queer 58 

Speech 49 

Believe 57 

Weather 61 

Changeable 50 

Whistling 56 

Frightened 60 

Always 60 

Changing 57 

Chain 61 

Loose 60 

Baking 58 

Piece 54 

Receive 52 

Laughter 60 

Distance 60 

Choose 59 

Strange 61 



8b 






8a 


6i 






29 


Correct 






Correct 


Bloomington 


Buckingham 
8th Grade 


• 


Bloomington 


Per Cent 


Per Cent 


No. 


Per Cent 


100.0 


93.4 


28 


96.5 


88.5 


70.9 


24 


82.8 


93.4 


86.9 


28 


96.5 


95.1 


87.3 


26 


89.7 


80.3 


80.7 


22 


75.9 


93.4 


76.6 


29 


100.0 


100.0 


92.2 


20 


100.0 


82.0 


65.6 


22 


75.9 


91.8 


74.2 


28 


96.5 


98.4 


85.7 


29 


100.0 


98.4 


95.5 


25 


86.2 


93.4 


91.4 


29 


100.0 


100.0 


95.9 


28 


96.5 


98.4 


81.6 


28 


96.5 


95.1 


97.5 


26 


89.7 


88.5 


90.6 


21 


72.4 


85.2 


80.7 


28 


96.5 


98.4 


96.3 


28 


96.5 


98.4 


97.5 


27 




96.7 


85.7 


29 


100.0 


100.0 


92.6 


29 


100.0 



Achievement of Pupils 



195 



TABLE CXIV {Continued) 
Rice Sentence Test in Spelling used by Buckingham 



Grade 
Number in Grade 



No. 

Picture 61 

Because 

Thought 

Purpose 60 

Learn 60 

Lose 31 

Almanac 54 

Neighbor 59 

Writing 

Language 

Careful 60 

Enough 57 

Necessary 58 

Waiting 61 

Disappoint 52 

Often 61 

Covered 61 

Mixture 61 

Getting 61 

Better 59 

Feather 

Light 

Deceive 43 

Driving 59 

Surface 

Rough 

Smooth 

Hopping 60 

Certainly 58 

Grateful 58 

Elegant 60 

Present 54 

Patience 57 

Succeed 57 

Severe 57 

Accident 54 

Sometimes 60 

Sensible 59 

Business 44 

Answer 51 

Sweeping 60 

Properly 59 

Improvement 61 

Fatiguing 58 

Anxious 28 

Appreciate 56 

Assure 53 

Imagine 55 

Peculiar 60 

Character 47 

Guarantee 55 

Approval 27 



8b 




8a 


6i 




29 


CORRECI 




Correct 


Bloomington 


Buckingham 
8th Grade 


Bloomington 


J. Per Cent 


Per Cent 


No. Per Cent 


100.0 


98.8 


29 100.0 


) 98.4 


92.6 


28 96.5 


) 98.4 


99.6 


13 44.8 


60.8 


55.7 


26 89.7 


88.5 


72.1 


28 96.5 


> 96.7 


93.4 


28 96.5 


1 98.4 


88.1 


28 96.5 


93.4 


98.4 


28 96.5 


; 95.1 


61.5 


29 100.0 


100.0 


92.2 


29 100.0 


: 85.2 


38.9 


25 86.2 


100.0 


92.2 


29 100.0 


100.0 


97.1 


29 100.0 


100.0 


97.1 


28 96.5 


100.0 


97.5 


28 96.5 


96.7 


100.0 


29 100.0 


70.5 


79.5 


18 62.1 


96.7 


98.8 


28 96.5 


98.4 


89.3 


29 100.0 


95.1 


91.0 


28 96.5 


95.1 


61.9 


24 82.8 


98.4 


69.3 


24 82.8 


88.5 


91.4 


29 100.0 


93.4 


80.7 


26 89.7 


93.4 


80.7 


24 82.8 


93.4 


70.9 


28 96.5 


88.5 


85.2 


26 89.7 


98.4 


82.8 


29 100.0 


96.7 


65.2 


22 75.9 


72.1 


68.4 


22 75.9 


83.6 


93.4 


28 96.5 


98.4 


94.7 


28 96.5 


96.7 


86.5 


28 96.5 


100.0 


86.5 


27 93.1 


95.1 


31.1 


15 51.7 


45.9 


84.0 


28 96.5 


91.8 


74.6 


22 75.9 


86.9 


86.1 


27 93.1 


90.1 


66.4 


26 89.7 


98.4 


56.1 


23 79.3 


77.0 


78.7 


26 89.7 


90.1 


25.8 


16 55.2 


44.3 


75.4 


23 79.3 



196 A Survey of a Public School System 

TABLE CXIV (Continued) 
Rice Sentence Test in Spelling used by Buckingham 



Grade 




8b 






8a 


Number in Grade 




61 






29 






Correct 




Correct 




Bloomington 


Buckingham 




Bloomington 








8th Grade 








No. 


Per Cent 


Per Cent 


No. 


Per Cent 


Intelligent 


56 


91.8 


50.4 


17 


58.6 


Experience 


35 


57.4 


68.9 


27 


93.1 


Delicious 


56 


91.8 


85.2 


28 


96.5 


Realize 


50 


91.8 


73.4 


27 


93.1 


Importance 


66 


98.4 


81.6 


29 


100.0 


Occasion 


59 


96.7 


49.6 


25 


86.2 


Exceptions 


47 


77.0 


76.2 


25 


86.2 


Thoroughly 


51 


83.6 


53.3 


18 


62.1 


Conscientious 


37 


60.7 


19.7 


13 


44.8 


Therefore 


57 


93.4 


79.9 


27 


93.1 


Ascending 


49 


80.3 


55.7 


20 


69.0 


Praise 


59 


96.7 


95.9 


29 


100.0 


Wholesome 


58 


95.1 


36.1 


23 


79.3 



7. Composition and Reading 

The following is an outline supplied by Mr. Courtis covering tabu- 
lations of Courtis Standard Research Tests in English Composition 
and Rates of Reading in the Bloomington public schools, January 
22, 1914. 

NATURE OF TESTS 

Tests Used — Courtis Standard Tests, Series C 

"Children were shown the picture of child sitting on doorstep 
drinking from a bowl of milk. First part of story about picture was 
dictated to them ; they were then asked to complete the story. Work 
interrupted at end of five minutes. These papers are called 'Origi- 
nal Stories' in this report. 

"Children were then given the printed second and third parts of 
the story to read. The second part they were asked to read at their 
normal rate, the third part carefully for reproduction. The number 
of words read in one minute was determined for scores. These scores 
called 'Normal Reading' and 'Careful Reading,' respectively. 

EXAMINATION AND SCORING 

"All classes from 4th to 8th grades inclusive in four school build- 
ings in Bloomington, Indiana. Tests given by superintendent of 
schools in three buildings, by principal of building in one building, 
and scored by a single paid assistant under Mr. Courtis' direction. 



Achievement of Pupils 



197 



Details of Scoring 

"Method of scoring that used by Rice, Bliss, and others. The 
details are given in the following pages from the folder of instruc- 
tion: pp. 11-12-13, Folder C, Parts I and II. Method unsatisfactory 
for three reasons: 

" (i) Difficulty of keeping standards of judgment uniform. 
" (2) Variability of standards from scorer to scorer. 



HILLEG^SSCALE 



HILLE6AS SCALE 
100 10 feO 10 10 
8 




Actual measured value of selected samples. 

Grades a b c d e 
8 93 68 45 36 2S 

7 82 63 44 34 23 

6 75 65 31 26 20 

5 70 66 29 20 o 

4 65 45 32 20 3 

Actual Values. B and C papers are difficult to 
distinguish. Hence the irregularity in the curves. 

Fig. 7. Scheme for Converting 
Courtis English Grades into 
HiLLEGAs Scale. 



Idealistic Circles represent papers to appear 
in final scale. 10 samples. 
, Grades abode 
8 95 65 4S 30 20 

7 83 58 40 26 17 

6 75 Si 36 24 14 

5 70 49 33 22 12 

4 6s 45 30 20 10 

Values on Hillegas Scale of Upper limits of 
Courtis Grades English Composition. 

Fig. 8. Scheme for Converting 
Courtis English Grades into 
Hillegas Scale. 



"(3) Lack of progress shown by the results. A median score of 
3.2 in the 4B class does not mean at all the same as 3.2 in the 8a 
class owing to change in the meaning of a 3 ("C") paper from the 
4th to the 8th grade. 

"(i) First difficulty avoided as far as possible by checking work, 
by rescoring certain papers each day, also by setting up certain typical 
papers as standards and comparing each sample with the standards 
in all cases of doubt. 

" (2) Very little can be done to eliminate the variability of stand- 
ards from scorer to scorer until an adequate scale and method of 
measurement is devised. The comparisons in this report are of value 
from one viewpoint only. The scores at least show the estimate of the 
scorer on the papers scored. 



A Survey of a Public School System 



4b. 
4a. 
5b. 
5a. 
6b. 
6a. 
7b. 
7a. 
8b. 
8a. 



Grade 



TABLE CXV 








RES IN 


English 


Composition, Bloomington 




Scores 










Scores 


Courtis 


Variability 


Equivalents Hillegas 


3.2 


44 




3 = 30 


;-io) 


28 


2.9 


54 




2 =45 


:-i5) 


35 


3.1 


44 




3 = 33 


;-ii) 


32 


2.9 


46 




2 =49 


;-i6) 


35 


2.5 


54 




2 =53 


;-i7) 


45 


2.5 


55 




2 =53 


:-i7) 


45 


2.6 


38 




2 = 58 


-18) 


47 


2.4 


45 




2 = 58 


-18) 


51 


2.3 


52 




2 =65 


;-20) 


59 


2.6 


41 




2 = 65 


;-20) 


53 



TABLE CXVI 

English Composition. Quality of Original Story. Per Cent Each 
Quality is of Total Number of Scores 

A B C D E 

Gen.1 b2 Gen. b Gen. b Gen. b Gen. b 

4b 17 27 32 19 5 

A 4 36 27 22 32 30 35 12 2 

5b 19 28 33 18 2 

A 5 24 22 28 44 38 22 8 7 2 

6b 36 29 25 9 1 

A 12 35 32 29 37 19 17 14 2 3 

7b 19 41 18 3 2 

A 14 30 25 48 33 16 22 5 6 1 

8b 38 38 20 2 2 

A 8 22 25 48 37 22 22 8 8 

(3) The median scores of the various grades in English composi- 
tion (Table CXVI) show slight progress from 4th to 8th grade, but 
to reveal the absolute progress the attempt was made to convert 
the scoring by the method described above into absolute scores on 
the Hillegas Scale as follows. For each class, a single typical 'a,' 
'b,' 'c,' etc., paper was selected. From all the 'a' papers of a 
grade, again the most typical paper was selected. The final twenty- 
five papers thus form a scale illustrating the judgments upon which 
the scoring given in this report was based. These were then scored 
by the Hillegas Scale. The results are given graphically and in 
figures in Fig. 7, Note the A values; they show a regular progress 
from 4th to 8th grade. Note the B papers. The 8th grade 'b' 
is almost directly over the 4th grade 'a.' Practically the same 
thing is true of each of the other papers and suggests that the stand- 

' Gen. = General. 2 b. = Bloomington. 



Achievement of Pupils 



199 



ard for the various grades change at such a rate that the 4th grade 

quahties a, b, c, etc., are equivalent to the quahties called b, c, d, 

etc., in the 8th grade; in 

other words, that which is 

called a 'good' paper for 

a fourth-grade child would 

be called ' fair ' for an 

eighth-grade child. The 

B and c curves are less 

regular than the others, 

but this is known to be 

due to the effort to em- 
phasize the distinction 

between he b and c 

papers in the progress of 

selection. | Accordingly the 

results in Fig. 7 were 

generalized in Fig. 8. The 

curves of Fig. 8 could be 

verified by scoring a large 

number of typical papers 

and this will be done as 

opportunity offers. But for the present the values given in Fig. 8 

will be used to convert the 
qualities by the Rice method 
into values on the Hillegas 
Scale. If a similar method 
were followed by different 
scorers it would be possible 
to equate their results. 

"The median grade scores 
on both the Courtis and the 
Hillegas Scale are given in 
Table CXV and shown 
graphically in Fig. 9. This 
development curve for ability 
in English composition shows 
a fairly uniform progress, 
more rapid in later than in 
early grades. Either the 4A, 



HILLEGAS 5CALE 
too. 










GRADES 
A 


IS. 
















HO. 
















«s. 
















80. 
15. 














GKADE MEDIAN B 
COURTIS 


10, 










/-■ 


., 


^--^v^ 


fcS. 


^ 


A 




/ 


/ 






bO,. 


. ^ 


V— 


_- 


-/ 






C 


55. 












• 


/\^ 


50, 














y 


MS. 








/ 




^ 


-"^ADE MEDIAN 
HILLEGAS D 


MO. 


r 




35. 








y 








30^ 


/ 














15- 
















20. 














E 


(5. 
















10. 
















5: 
















B 


V 


A B 


5" 


"S" 


~w 


^AB^ ABg A 


Fig. 


9- 


Development 


Curve — English 



PERCENT 

51 



4« 

HZ 
3"? 
3b 
33 
30 

x^l 
'«/ 

19 
IZ 

It 
3 



A 

l\ 

I \ 

I \ 

I \ 



r~~\ 



J 



V 



/ 






A PAPERS 
BL00M1N6T0N 
A 

/ \ 
\ 
\ 
\ 
\ 



/ 




A 



^5678 

Fig ic. Per Cent of Papers of ' 
Quality for Grade. 

6b, and 8b grades are rather better than the others, or the 4B, 5B, 



200 



A Survey of a Public School System 



PERCENT 

51 
H8 
<tS 
11 
3"? 
3b 
33 
30 
Vl^ 

II 
i< 
IS 
(Z 

(> 
3 



^ 



\ 



\ 

B PAPERS 
BL0OMIN6T0N 




BPAPERS 
GENERAL 



Fig. II. Per Cent of Papers of 
" B " Quality for Grade. 



C PAPERS 
GENERAL 




C PAPERS 
BLOOMINGTON 



7 $ 



Fig. 12. Per Cent of Papers of 
" C " Quality for Grade. 



PERCENT 

M« 
«5 

3b 
33 
30 
VI 

XI 
»«\ 
IS 
IZ 

b 
3 

0. 




D PAPERS 
GENERAL 



^'A D PAPERS 
\ BLO0MIN6TON 



Fig. 



5 6 7 8 

Per Cent of Papers of 
Quality for Grade. 



PERCENT 
51 

H8 

H5 

M2 

3*? 

3b 

33 

30 

17 • 

Zt 

Zl 

18 

IS 

U 

6 

0_ 



E PAPERS 
GENERAL 

^ Tpapers 

rC_BL0OMlN6T0N 



Fig. 



14. 
E ' 



Per Cent of Papers of 
Quality for Grade. 



5A, 6a, 7b, 7A, 8a worse. The curve based on the Courtis values 
suggests that the median score of 2.5 'b' be adopted as a standard 
for the school system. 

"From the viewpoint of efficiency, the per cents of various types of 
papers in each grade are the proper values to consider. For com- 
parison such scores from other schools as are available are given. 



Achievement of Pupils 



20 1 



/ SATISFACTORY 
V PAPERS 
BLOOMINGTON 




SATISFACTORY 

PAPERS 

GENERAL 



They represent the scores of about 590 children from classes in some 
five different states. The facts of the table are shown graphically in 
Figs. 10 to 15. They show: (i) Either the results from the Bloom- 
ington schools are very good, (2) or the standards of the scorer 
were lower than that of scorers 
Jn the other schools. 

"Probably both causes were 
at work, but the Bloomington 
sample papers compared with 
similar samples from other scales 
do not show the marked differ- 
ences, while actual comparisons 
of many papers show the 
Bloomington scores high in 
other particulars also. The 
curves seem to show a larger 
number of a and b papers in 
the Bloomington schools with 
corresponding decrease in the 
c, D, and E papers. 

"Fig. 15 shows a comparison 
of results on the basis of total number of 'satisfactory' (a, b, and c) 
papers, a safer basis of comparison. The average superiority of the 
Bloomington schools by these results is about 15 per cent. That is, 
out of 100 children entering any grade in the Bloomington schools 
about 15 more will make a satisfactory grade or better in English 
composition than they would if they had attended the other schools 
from which returns have been received. 



PERCENT 
102 

m 

72 
(>b 

(}0 
Sf 
M« 
4Z 
3b 
30 

tn 
18 
(-2 

(o 

0. 



AVERAGE SUPERIORITY 
OF BL00M1N6T0N, 15% 



Fig. 15. 



5 6 7 8 

Per Cent of Satisfactory 
Papers " C " or Better. 









TABLE CXVII 










Rate of 


Reading 


(Number of Words 


Per 


Minute) 






G 
M 


Test 4 

B 
M 


Bloomington 
Variability 


G 
M 


Test 5 

B 

u 


Bloomington 
Variability 


4b. . 

A. . 


118 


168 
187 


57 
30 


70 


113 
125 


37 
31 


5b.. 

A. . 


173 


182 
205 


33 
29 


126 


140 
134 


37 
45 


6b.. 

A. . 


214 


231 

258 


28 

27 


142 


180 
208 


26 

27 


7b.. 

A. . 


238 


240 

277 


26 

25 


162 


182 
205 


26 
26 


8b^. . 

A. . 


262 


270 

244 


20 

24 


212 


187 
180 


28 
21 


G = 


■ General. 




B = Bloomington. 




M = 


= Median. 



202 A Survey of a Public School System 

RATES OF READING 

"Table CXVII shows number of words read per minute in Bloom- 
ington and other schools. Fig. i6 shows same graphically. 

\ 

NORMAL 
DLOOMINGTON 




Rates of Reading. 



General is Medium Scores based upon 590 scores 
from five states. 

Summary 

Bloomington curves higher than general curves. 

Rate for careful reading fairly constant from 6th grade on. 

Same grade irregularities as noted before. 

General values for normal reading probably safe standards. 

A parallel curve at about 100 words less probably safe standard for careful 
reading. 

Marked variation shown. 

Light dotted line above traced from Fig. 15 to suggest correlation between 
classes that do well in English composition and in rates of reading. 

Twenty-one out of 38 cases of marked agreement in scores. 

Seven out of 38 cases of marked disagreement. 

Suggestive of probable value of learning to read rapidly and understandingly as 
early in life as possible. 

Need for standards. 

Need for study of correlation in individual cases. 

INDIVIDUAL VARIATION 

A study of the distribution of individual scores shows that in 
spite of the high class medians of Bloomington schools, the educa- 
tional process itself is very inefiicient. Range in 8th grade for rates 
of normal reading, for instance, from 140 words per minute to over 
400 words per minute suggests the need for experimental use of 
definite standards derived from the median grade scores." 



Achievement of Pupils 203 



8. Drawing 

The drawing test was given and graded by Professor H. L. Childs, 
of Indiana University, and his class in school administration. The 
test was given in the grades March 16 and 17, 1914, and in the 
high school May 26, 1914. The test was given under the following 
directions: 

1. Materials: White drawing paper, 6x9, drawing pencil, charcoal or crayon — 
black only. 

2. Preliminary data on the back of the sheet: City, school, teacher, pupil, grade, 
age (years only), date. 

3. Ask pupils to do the best they can and not to hurry. 

4. Subject: Scene or picture with snow on the ground and boys or girls doing 
something as snow-balUng, coasting, etc. 

5. Be sure pupils understand just what they are to do and the time they are 
to have for doing it. 

6. Time: Ten minutes, exclusive of all directions and recording of prehminary 
data. 

7. Collect papers; tie papers of each grade in a package and label with subject, 
city, school, teacher and grade. 

8. No assistance shall be given any pupil aside from interpreting the instruc- 
tions and helping to fill in the data on the back of the sheet if necessary. 

9. Distribute materials before giving the directions to the pupils. 

10. Teachers should not know in advance the nature of the test to be given. 

The scoring was done in accordance with the Thorndike drawing 
scale, published in the Teachers College Record, November, 1913. 
This scale, however, was supplemented in the following way before 
it was used: 

THE SUPPLEMENTED THORNDIKE SCALE 

The following samples of children's drawings were chosen from the 
Thorndike supplementary sheet numbered 101-117: Nos. loi, 102, 
103, 104, 105, 106, 107, 108, no, III, 116, all of which represent snow 
scenes with action. 

Seventeen judges, consisting of teachers, graduate students and 
.seniors in Indiana University ranked these eleven drawings in order 
from poorest to best. The percentages of judgments favoring one 
sample over another were obtained from these rankings. Then, by 
use of Table 4, page 25, of Teachers College Record, November, 1913 
(Professor Thorndike's table), these samples were given a relative 
placement. Samples 103 and no were dropped because judged to 
be approximately equal in value to loi and 107 respectively. 

The nine remaining samples were compared by ten of the judges 
mentioned above with various samples on the Thorndike scale and 
given a relative placement. By a combination of the two sets of 



204 A Survey of a Public School System 

























TABLE 
















Distribution 


or Drawing Abiuty, 














• 










Number op* 


Score 


IB 


lA 


2B 


2A 


3B 


3 A 


4B 


4A 


SB 


SA 


6b 


6Af 





1 
























1 to 1 . 99 . . 


1 




1 






1 














2 to 2.99.. 


2 




4 






1 












A 


3 to 3.99. . 


13 


16 


18 


5 




3 






i 






1 


4 to 4.99. . 


17 


7 


7 


3 


1 


2 




i 


2 




i 




5 to 5.99.. 


11 


16 


14 


3 


5 


10 


1 




6 


3 


3 


i 


6 to 6.99. . 


27 


34 


18 


23 


14 


18 


15 


6 


15 


13 


6 


3 


7 to 7.99.. 


8 


22 


7 


30 


25 


39 


33 


10 


12 


18 


12 


6 


8 to 8.99.. 


6 


19 


12 


33 


39 


40 


13 


57 


23 


48 


42 


17 


9 to 9.99. . 


1 


1 




2 


7 


7 


7 


13 


10 


12 


9 


13 


10 to 10.99 








1 


3 


3 




5 


8 


9 


17 


31 


11 to 11.99 
















2 








5 


12 to 12.99 
















1 








3 


13 to 13.99 


















2 


1 




3 


14 to 14.99 
























2 


Total. . . 


87 


115 


81 


100 


94 


124 


79 


95 


79 


104 


90 


85 


Median . 


5.91 


6.56 


5.78 


7.50 


8.06 


7.69 


7.73 


8.54 


8.17 


8.38 


8.56 


10.06 


P.E 


1.17 


1.11 


1.54 


.86 


.76 


.85 


.66 


.18 


1.13 


,68 


.63 


1.07 






















Summary of 



1. A fairly steady progress, with one marked exception in grade 2b, is shown from the 
that point there is a noticeable drop in the 7b grade with only a slight gain thereafter, 
and eighth grades with the methods now used does not bring results comparable with the 
from the beginning of the school term in the fall until the time of the test, though the 
years previous. 

2. Median scores by grades range from 5.91 to 10.06, with an average for all grades of 

3. The high school just about maintains the efficiency reached in the sixth, seventh 



relative placements values were assigned to the supplementary 
samples on the scale, the original Thorndike values being in no case 
changed. 

Values Assigned to the Supplementary Samples 



Sample 


Value AssIG^fED 


116 


5.5 


107 


7.2 


106 


8.0 


111 


9.3 (9.5 perhaps a better value) 


108 


11.0 


104 


13.0 (12.5 perhaps a better value) 


101 


14.0 


105 


15.3 


102 


17.5 



Each paper was rated by two judges and the rank of any one grade 
represents the combined judgment of not less than three judges and 
generally of four or more. 



Achievement of Pupils 



205 



CXVIII 

1,690 Pupils, Bloomington Public Schools 













Per Cent 








Per Cent 












or Pupils 








or 


Pupils 


Pupils 


BY Grades 






Receiving 




High School 


Receiving 












Each 










Each 


7B 


7A 8b 


8a 


Total 


Score 


9 


10 


11 


1 2 Total 


Score 










1 


.07 


1 . 






1 


.35 










3 


.21 


1 . 






1 


.35 










7 


.50 














.... . 






57 


4.05 


'"3 '. 






'.'" "3 


"1.05 










42 


3.00 


1 . 






2 


.7 










73 


5.20 


5 


"3 


2 


10 


3.51 


'"3 


'"2 '. 




"1 


198 


14.09 


6 


8 


3 


17 


5.96 


7 


2 


5 


7 


243 


17.30 


18 


14 


11 


43 


15.09 


39 


24 


23 


17 


462 


32.88 


20 


32 


27 


4 83 


29.12 


13 


31 


9 


6 


141 


10.03 


19 


18 


20 


57 


20.00 


7 


34 


8 


13 


139 


9.89 


11 


12 


15 


2 40 


14.00 


1 


1 


1 


5 


15 


1.07 


5 


4 


6 


1 16 


5.61 


1 


3 . 






8 


.57 


2 


2 


2 


6 


2.11 






'4 


1 


11 


.78 


3 


2 


1 


6 


2.11 






3 




5 


.36 












71 


98 


53 


50 


1405 


100.00 


95 


95 


88 


7 285 


100.00 


8.67 


9.66 8 


96 


9.00 


8.17 




8.65 8 


.72 


9.00 8.75 8.80 




.55 


.72 1 


01 


1.12 


1.04 




1.25 


.95 


.97 1 


.09 1.04 




Table 


CXVII] 


[ 



















1b grade to the 6a grade where the highest point of proficiency is reached. From 
There are two possible explanations. First, the effort given to drawing in the seventh 
effort. Second, the fact that no instruction in drawing was given in those grades 
pupils of those grades had had instruction in drawing the year before and for several 

8.17. 

and eighth grades. 



Table CXVIII show^s the number of pupils in each grade making 
scores of o, of i to 1.99 inclusive, of 2 to 2.99, etc. The percentage 
of all pupils in the grades and of all in the high school making any 
particular score is also given. These scores have not been compared 
with those of other schools because data from other schools were 
not available. 



9. Reading 

The Thorndike Visual Vocabulary Test and Understanding of 
Sentences Test were given in 191 5 in a large number of Indiana 
towns. As soon as results are compiled comparisons can be made 
of Bloomington results with Indiana standard. 



2o6 A Survey of a Public School System 

TABLE CXIX 

Thorndike Visual Vocabulary Test, Bloomington, June, 1915 

No. OF Errors per Line (large type), per Pupil (small) 



Grade Sex 


No. 


4 


5 


6 


7 


8 


9 


10 


10.5 


II 


Boys. . . 


58 


26 


51 


132 


201 


225 


266 


213 


270 


160 






•44 


.89 


2.27 


3^46 


3.88 


4^59 


3-67 


4.67 


2.76 


IVb Girls.., 


, 46 


20 


46 


72 


133 


169 


198 


158 


213 


131 






•43 


1. 00 


1.56 


2.90 


3-67 


4^30 


3^43 


4^63 


2.85 


Both... 


, 104 


46 


97 


204 


334 


394 


464 


371 


483 


291 






•44 


•93 


1.96 


3.21 


3^79 


4.46 


3-57 


4.64 


2.80 


Boys. . 


. 68 


45 


57 


105 


199 


243 


277 


247 


312 


173 






.66 


.69 


^•54 


2^93 


3^57 


4.04 


3^63 


4^59 


2-54 


IVa.... Girls... 


48 


8 


23 


49 


102 


155 


196 


144 


205 


120 






•I? 


.48 


1.02 


2.13 


323 


4.09 


2.37 


4.27 


2.50 


Both.., 


. 116 


53 


80 


154 


301 


398 


473 


391 


517 


293 






.46 


.68 


-^■33 


2.60 


3^43 


4.08 


3^37 


4.46 


2^53 


Boys.. 


. 35 


30 


38 


50 


104 


135 


169 


134 


190 


113 






.88 


1.08 


1-43 


2.97 


3-83 


4^83 


3^83 


5^43 


3-23 


Vb Girls.. 


. 38 


8 


20 


36 


72 


108 


143 


109 


168 


98 






. 21 


•S3 


■94 


1.89 


2.84 


3^76 


2.87 


4.42 


2^55 


Both.. 


. 73 


38 


58 


86 


176 


243 


312 


243 


358 


211 






•52 


•79 


1. 19 


2.37 


3-33 


4.27 


3-33 


4.90 


2.90 


Boys.. 


. 64 


22 


30 


66 


127 


217 


229 


181 


277 


160 






•34 


• 47 


1.03 


1.98 


3-39 


3^73 


2.83 


433 


2.50 


Va Girls.. 


. 65 


15 


28 


57 


85 


187 


227 


160 


255 


168 






•23 


•43 


.88 


131 


2.88 


350 


2.46 


392 


258 


Both.. 


. 129 


37 


58 


123 


212 


404 


456 


341 


532 


328 






.28 


•45 


■95 


1.64 


3-13 


^•53 


2.64 


4.12 


2.54 


Boys.. 


. 50 


13 


15 


51 


80 


151 


146 


144 


216 


75 






.26 


•30 


1.02 


1.60 


3.02 


2.81 


2.81 


4^33 


1^59 


ViB.... Girls.. 


. 38 


3 


4 


10 


24 


86 


73 


77 


128 


54 






.08 


. ID 


.26 


•63 


2. 26 


1.92 


2.03 


337 


1.42 


Both.. 


. 88 


16 


19 


61 


104 


237 


219 


221 


344 


129 






.18 


. 22 


.69 


1.18 


2.69 


2.49 


2^51 


391 


I-3S 


Boys.. 


. 48 


14 


9 


19 


38 


106 


116 


121 


174 


78 






■29 


.19 


•39 


•79 


2. 21 


2.42 


2.52 


3^63 


1.63 


VIA.... Girls.. 


. 53 





8 


6 


32 


93 


118 


107 


181 


97 






.00 


•15 


. II 


.60 


1-75 


2.23 


2.02 


3-53 


1.83 


Both.. 


. 101 


14 


17 


25 


70 


199 


234 


228 


355 


175 






• 14 


• 17 


• 25 


.70 


1.97 


2.23 


2. 26 


351 


I 73 


Boys.. 


. 35 


9 


8 


5 


18 


56 


63 


68 


112 


49 






.26 


•23 


.14 


•51 


1.60 


I •30 


1.94 


3.20 


1^43 


VIlB... Girls.. 


. ii 


6 


3 


3 


13 


70 


68 


59 


109 


76 






.18 


.09 


.09 


•39 


2.12 


2.06 


1.79 


33O 


2.30 


Both.. 


. 68 


15 


11 


8 


31 


126 


131 


127 


221 


125 






. 22 


.16 


. 12 


.46 


i^85 


1-93 


1.87 


3^-2S 


1.84 


Boys. . 


. 25 


7 


2 


3 


15 


45 


61 


55 


83 


34 






.28 


.08 


.14 


.60 


1.80 


2.44 


2.20 


3-32 


i^36 



Achievement of Pupils 207 

TABLE CXIK {Continued) 

No. OF Errors per Line (large type), per Pupil (small) 



Grade 


Sex 


No. 


4 


5 


6 


7 


8 


9 


10 


10-5 


11 


VIIa . . . 


Girls... 


54 


5 


2 


8 


12 


76 


103 


88 


166 


88 








• og 


■03 


■ 14 


. 22 


1 .40 


1. 91 


1.63 


3-07 


1.63 




Both... 


79 


12 


4 


11 


27 


121 


164 


143 


249 


122 








•i.S 


•05 


.14 


•34 


1^53 


2.07 


1. 81 


3-^5 


1-54 




Boys... 


25 


7 


6 


1 


10 


36 


41 


41 


75 


28 








.28 


.24 


.04 


.40 


1.44 


1.64 


1 .64 


3.00 


1 . 12 


VIIIb . . 


Girls... 


45 


5 


1 


3 


9 


56 


51 


55 


105 


58 








. II 


.02 


• 07 


. 20 


1.24 


1-13 


I. 22 


2-33 


1.30 




Both... 


70 


12 


7 


4 


19 


92 


92 


96 


180 


86 








• 17 


. 10 


.00 


• -7 


1-31 


I-3I 


1-37 


2-57 


1.23 




Bovs . . . 


, 30 


4 





13 


21 


46 


39 


64 


90 


33 








■13 


.00 


•43 


.70 


1-53 


1.30 


2.13 


3.00 


1. 10 


VIIlA . . 


Girls... 


36 


2 





6 


13 


48 


43 


61 


93 


57 








•05 


.00 


• 17 


•36 


1-33 


1. 16 


1.70 


2.60 


1.60 




Both.. 


. 66 


6 





19 


33 


94 


82 


125 


183 


90 








.09 


.00 


.29 


■50 


1.42 


1.24 


1.89 


2.77 


1.36 



TABLE CXX 

Thorndike Understanding of Sentences Test, Bloomington, June, 1915 

No. of Errors Per Test (large Type), 
Per Cent Errors (sm.\ll) 

Grade Sex No. Test a Test b Test c Test d 

Boys 59 9 56 101 182 

5.1 19.0 42.8 77.1 

IVb Girls 44 1 24 47 116 

.75 10.9 26.7 65.9 

Both 103 10 80 148 298 

3-2 15-5 35-9 72.3 

Boys 72 6 54 95 199 

2.8 15.0 33.0 69.1 

IVa Girls 50 4 24 49 129 

2.6 9.6 24.5 64.5 
Both 122 10 78 144 328 

2.7 12.8 29.5 67.2 
Boys 46 9 27 51 124 

6.5 II. 7 27.0 66.9 

Vb Girls 39 1 21 38 106 

0.8 10.8 24.4 67.9 

Both 85 10 48 89 230 

3.9 11.3 26.2 67.3 
Boys 66 7 26 36 183 

3^5 7-9 13-6 69.3 

Va Girls 62 2' 14 18 148 

I.I 4.5 7.2 59.7 

Both 128 9 40 54 331 

2.3 6.2 10.5 64.6 

Boys 50 4 23 36 126 

2.7 9.2 18.0 63.0 



2o8 



A Survey of a Public School System 



TABLE CXX {Continued) 



Grade 



VIb. 



VIA. 



VIlB. 



VIIa. 



VIIIb. 



VIIIa . 



Sex No. 

Girls 38 

Both 88 

Boys 48 

Girls 53 

Both 101 

Boys 55 

Girls 29 

Both 84 

Boys 25 

Girls 54 

Both 79 

Boys 25 

Girls 46 

Both 71 

Boys 31 

Girls 37 

Both 68 



No. OF Errors per Test Clarge type) , 

Per Cent Errors (small) 
Test a Test b Test c Test d 



2 


7 


20 


70 


1-7 


3-7 


13-3 


46.0 


6 


30 


56 


196 


2.2 


6.8 


15-9. 


SS-7 


4 


11 


26 


93 


2.8 


4.6 


135 


48.4 


2 


10 


13 


91 


I. 2 


3-8 


6.1 


42.9 


6 


21 


39 


184 


1.9 


4.2 


9.6 


45- 5 


1 


9 


17 


66 


0.7 


Z-i 


7-7 


30.0 





9 


24 


62 


CO 


6.2 


20.7 


53-4 


1 


18 


41 


128 


0.4 


4-3 


12.2 


38.1 





4 


29 


3 


0.0 


3-2 


29.0 


38-0 


7 


9 


32 


95 


4-3 


Z-2, 


14.8 


43-9 


7 


13 


61 


133 


2.9 


3-3 


193 


42.1 


1 


8 


23 


38 


1-3 


6.4 


23.0 


38.0 





11 


20 


58 


0.0 


4.8 


10.9 


31.5 


1 


19 


43 


96 


0-5 


5-3 


I5-I 


ZS-^ 


1 


7 


28 


50 


1. 1 


4-5 


22.6 


40.3 





4 


16 


50 


0.0 


2. 1 


10.8 


33-8 


1 


11 


44 


100 


0-5 


3-2 


16. 1 


36.8 



10. Country-Trained and City-Trained Pupils 

A comparison of the performance of country-trained and city- 
trained pupils in the high school is given in the following pages. 
Those pupils who got their common school diploma from the city 
schools are counted as city-trained, and those who got their diploma 
from the country schools are counted as country-trained. 

This study was made by Clifford Woody, at that time a graduate 
student in Indiana University, and extends over a period of six years 
beginning with the first semester of the school year 1907. It includes 
418 pupils, 293 graduates of the Bloomington city schools and 125 from 



Achievement of Pupils 



209 



the Monroe County township schools. Entrance grades were obtained 
by taking the general average on the county examination for gradu- 
ation for the country pupils and the general average for the last 
semester before entering high school for the city pupils. In computing 
entrance ages the actual age in years was taken; months and days 
were not considered. 

TABLE CXXI 
Distribution of City Pupils According to Rank in all Subjects 

Rank in 

Per Cent Lit. Comp. 

Boys 5.42 1. 19 

95-100.... Girls 2.86 1.30 

Total 3 ■ 84 1.26 

Boys 20.61 18.33 

go-QS Girls 28.90 26.22 

Total 25.71 23.25 

Boys 22.34 33-33 

Girls 30.26 45.10 

Total 27.21 40.66 

Boys 21.69 29.76 

Girls 21.84 20. 75 

Total 21. 79 24. 15 

Boys 18.00 9.52 

Girls 10.85 3 -75 

Total 13.61 5.92 

Boys 11. 93 7.86 

Girls 5.29 2.88 

Total 785 4.76 

Boys 4.55 3.33 

Girls I 49 1.30 

Total 2.67 1. 17 



85-90. 



80-85 • 



Failures . 



Retards . 



Latin 


Ger. 


Math. 


Hist. 


BOT. 


Phy. 
G. Physics 


16.00 
II. 51 
13-54 


1.60 
6.52 
5 06 


10.54 
7.42 
8.63 


8.60 
3-71 
5-33 


1.69 

0.00 

-56 


8.62 
5.08 
6.84 


6.67 
0.00 
2. 29 


16.80 
25.66 
21.66 


3 19 
20. 22 
15-17 


13.90 
15.69 
15 -00 


10. 22 

18.57 
15-81 


15-25 
13-75 
14-25 


18.97 
15-25 
17.09 


28.89 
3-49 
12. 21 


22.00 
24.01 
23.10 


13-30 

25-17 
21.64 


13-90 
22.82 
19-35 


25.27 
24.14 
24-51 


16.10 
24.17 
21.51 


22.41 
18.64 
20.51 


20.00 
8.14 
12. 21 


21. 20 
18. 75 
19.86 


27.66 
22.25 
23-85 


18.61 
16.98 
17.61 


18.27 
20.95 
20.07 


22.88 
31-67 
28.77 


15-52 
22.03 
18.80 


20.00 
24-42 
22.91 


14.40 
11.84 
13.00 


26.60 
16.18 
19.27 


19.96 
19.69 
19-79 


18.82 

22.55 

21.31 


25-42 
22.08 
23-18 


17.24 15.56 
22.03 50.00 
19.66 38.17 


9.60 

8.22 
8.84 


27-66 
9.66 
15-01 


23-09 
17.40 
19.62 


18.82 

10.08 
12.97 


18.64 
8.33 
11-73 


17-24 
16.95 
17-og 


8.89 
13-95 
12. 21 


6.40 
4-93 
5 60 


17-55 
6.52 
9.80 


14- 13 
10.84 
12.13 


9.14 

4-51 
6.04 


9 32 

458 
6.15 


5-17 

10. 17 

7.69 


0.00 
4-6s 
305 



TABLE CXXII 
Distribution of Country Pupils According to Rank in all Subjects 



Rank in 
Per Cent 



80-85 ■ 



75-80. 



Failures . 



Retards. , 



Boys. . 
Girls . . 
Total . 



Lit. 



4-75 
3-64 



Boys 8.81 

90-9S Girls 18.98 

Total 14.56 

Boys 27.75 

85-90 Girls 24.75 

Total 26.0s 



Comp. Latin Ger. Math. Hist. Bot. 

.48 2.38 5.71 3.32 4.03 0.00 

2.33 23.44 10.55 11.48 3-38 2.30 

1.51 11.49 8.66 7.90 3.68 1.35 

13-53 1310 1357 13-74 8.06 

22.18 20.31 23.39 16.30 14-19 

18.32 16.22 19.5s 15.18 11.40 

28.50 25.00 22.14 20.85 17-74 

31.91 14.06 25.69 21.11 21.62 

30.39 20.27 24-30 21.00 19.85 



Boys 18.94 

Girls 17 .29 

Total 18.01 

Boys 15.86 

Girls 13-56 

Total 14-56 



Boys. . 
Girls. . 
Total. 



5-29 
5-76 
5-56 



II. 11 

7.00 
8.84 

12.08 
10.51 
II. 21 

6.76 
5 -06 
S-82 



Phy. 
G. I 

0.00 
2.94 
1.56 



4-35 

3 -45 
3-8S 



6.56 26.67 0.00 

10.34 20.59 13-79 

8.78 23.44 7-69 

16.39 26.67 13-04 

21.83 20.59 31-03 

19-59 23-44 23-08 



Boys 26.43 34-30 25.00 

Girls 20.68 26.07 12.50 

Total 23.18 29.74 19.59 



17.14 26.54 25.00 31-15 13-33 30-43 

16.51 17.78 22.30 25.29 17-65 34-48 

16.76 21.62 23.53 27.70 15-63 32.69 

19.05 24.29 19.91 28.23 27.87 10.00 47.83 

10.94 13-30 17-41 24-32 26.44 20.59 13-79 

15.54 17.60 18.50 26.10 27.03 15.63 28.8s 



15.48 
18.75 
16.89 

11. 90 
9-38 
10.81 



17.14 
10.55 
13-13 

8-43 
5-51 
6.42 



15 64 
15-93 
15-80 

8.60 
9-63 
9-36 



16.94 
14-19 
15-44 



9.18 



18.03 23.33 4-3S 
13.79 17-65 3-45 
15.54 20.31 3.8s 



9-»4 
5-iS 
7-43 



13-33 4-35 
11.76 0.00 
12.50 1.92 



2IO A Survey of a Public School System 



Summary of Tables CXXI and CXXII 

(1) In rank 95-100: The city group has a higher per cent in the following sub- 
jects: literature, Latin, mathematics, history and physical geography. The 
country group in the following: composition, German, botany and physics. The 
country girl has a higher per cent than the city girl in this rank in all subjects 
except history and physical geography. The city boys excel the country boys in 
all subjects except German. In all cases except composition and German, the 
city boys have a higher per cent in the different subjects than the city girls. The 
country girls on the other hand have a higher per cent than the city girls in all 
subjects except history and physics. 

(2) In rank 90-95: The city group has a higher per cent in composition, litera- 
ture, Latin, history, botany and physics; while the country group has a higher 
per cent in German, mathematics and physical geography. The country girl 
has a higher per cent than the city girl in German, mathematics, physical geography 
and physics. The city boy on the other hand has a higher per cent than the coun- 
try boy in everything except physical geography. The city girls in this rank have 
a higher per cent than the city boys in all subjects except physical geography and 
physics. The country girls excel the country boys in every subject except phys- 
ical geography. 

(3) In rank 85-90: The city group has a higher per cent in composition, litera- 
ture, Latin, history and botany. The city girls have a higher per cent than the 
country girls in all subjects except German, physical geography and physics. 
The country boy has a higher per cent than the city boy in all subjects except 
composition, history and physics. The city girls have a higher per cent than the 
city boys in all subjects except history, physical geography and physics. The 
country girls have a higher per cent than the country boys in everything except 
literature, Latin and physical geography. 

(4) In rank 80-85: The city group has a higher per cent in Latin, German, bot- 
any and physical geography. The city girls have a higher per cent than the coun- 
try girls in literature, Latin, German, botany and physical geography. The city 
boys have a higher per cent than the country boys in German and physical geog- 
raphy. The city girls have a higher per cent than the city boys in literature, his- 
tory, botany, physical geography and physics. The country boys have a higher 
per cent than the country girls in all subjects except physical geography and 
physics. 

(5) In rank 75-80: The city group has a higher per cent in German, mathemat- 
ics, physical geography and physics. The city girls have a higher per cent than 
the country girls in Latin, German, mathematics, physical geography and phys- 
ics. The city boys have a higher per cent than the country) boys in German, 
mathematics and physical geography. The city girls have a higher per cent than 
the city boys in history, physical geography and physics. The country girls 
have a higher per cent than the country boys in only one subject, physical 
geography. 

(6) Failures: The city group has a higher per cent of failures than the country 
group in German, mathematics and physics, while the country group has a higher 
per cent in all other subjects. The country girls have a higher per cent of fail- 
ures than the city girls in all subjects except mathematics and physics. The 
city boys have a higher per cent of failures than the city girls in all subjects except 
physics. The country boys have a higher per cent of failures than the country 
girls in all subjects except Latin and mathematics. 

(7) Retards: The city group has more retards in German, mathematics and 
physics and the country group in all other subjects. The city girls have more 
retardation in these subjects than the country girls. The city boys have more 
retardation than the country boys in German and mathematics only. There is 
more retardation among the city boys than among the city girls in all subjects 
except physical geography and physics. There is more retardation among the 
country boys than among the country girls in every subject e.xcept literature. 



Achievement of Pupils 211 

From this specific treatment of the per cents in the different ranks 
the following general conclusions can be drawn : 

1. The city group in a majority of subjects have a higher per 
cent in the higher ranks and a lower per cent in the lower ranks. 

2. In a majority of cases, the city group has a lower per cent of 
failures and retardation than the country group. 

3. The country girls have a higher per cent in the higher ranks 
and a lower per cent in the failure and retardation ranks than the 
country boys. 

4. There is more variation in the work of the city boys than of 
the city girls. The city boys have a higher per cent in the rank 95- 
100 and also a higher per cent in the failure class. This relation is 
not so apparent in the work of the country boys and country girls. 

5. Everything considered, the city group has an advantage over 
the country group. 

The following is a summary of Mr. Woody's conclusions in his 
comparison of city and country pupils by semesters : 

First Semester, (i) During the first semester, the city group has 
a higher median grade in every subject except physical geography. 

(2) The country boys have a higher median grade than the city boys 
in algebra, botany, and physical geography. The city girls are su- 
perior in every subject. (3) This semester shows clearly a consider- 
able advantage for the city group. 

Second Semester, (i) In this semester the city group has a higher 
median grade in literature, composition, and Latin, while in Ger- 
man, botany, physical geography, and mathematics the country 
group is superior. (2) The country boys are superior to the city 
boys in German, algebra, and botany. The country girls are superior 
to the city girls in German, algebra, botany, and physical geography. 

(3) In a majority of these subjects for the semester, the country 
children have the advantage over the city, although in nearly every 
case the city pupils have less failures and retardation. 

Third Semester, (i) In this semester the city group is superior in 
literature, composition, Latin, and history while the country group 
is superior in German and mathematics. (2) The country boys are 
superior to the city boys in literature, German, and mathematics. 
The country girls are superior to the city girls in Latin, German, and 
mathematics. (3) When the city and country groups are compared 
in the subjects for this semester, the advantage lies with the city 
group. 



212 A Survey of a Public School System 

Fourth Semester, (i) In this semester, the city pupils are superior 
in Hterature, composition, Latin, and history, while the country 
group excels in German and mathematics. (2) The country boy is 
superior to the city boy in German and mathematics. The country 
girl is superior to the city girl in Latin, German, and mathematics. 

(3) In general there is a less amount of failures and of retardation 
as we proceed from semester to semester. In the country group the 
per cent is reduced much faster than in the city group. (4) Taking 
the groups as a whole, the advantage for this semester's work lies 
with the city group. 

Fifth Semester, (i) The city group is superior to the country 
group in literature, composition, Latin, and history, while the country 
group excels in German and mathematics. (2) The country boy is 
superior to the city boy in literature, Latin, and mathematics. The 
country girl is superior to the city girl in Latin, German, and 
mathematics. (3) In general there is a less amount of failure and 
retardation among the country group than among the city group, 

(4) Taking the group as a whole, the advantage for this semester's 
work lies with the city group. 

Sixth Semester, (i) The city group is superior to the country group 
in composition and Latin, while the country group is superior in 
literature, German, history, and mathematics. (2) The country 
boys are superior to the city boys in German and mathematics, while 
the grade in history is the same for both groups. The country girls 
are superior to the city girls in every subject. (3) Taking the groups 
as a whole, the advantage for this semester's work lies with the country 
group. 

Seventh Semester, (i) The city group is superior in literature, 
composition, and history, while the country group is superior in 
Latin, German, and physics. (2) The country boys are superior 
to the city boys in German. The two groups receive the same grade 
in Latin and history. In the other subjects the city boys are superior. 
The country girls are superior to the city girls in literature, German, 
and physics. (3) In this semester, neither group has a clear ad- 
vantage over the other. 

Eighth Semester, (i) The city group is superior to the country 
group in literature, Latin, German, and history, while the country 
group is superior in composition and physics. (2) The city boys are 
superior to the country boys in everything but German. The city 
girls are sliperior to the country girls in Latin and history, while the 
country girls are superior in literature, composition, and physics. 



Achievement of Pupils 



213 



The grade of both city and country girls is the same in German. (3) 
The groups, taken as a whole, show that the advantage here lies 
with the city group. 



TABLE CXXIII 

Comparison of City and Country Pupils in all Subjects for all 
Semesters 



City Pupils 
Average of Medians 



No. 

P'ls. 

Literature 1198 461 737 85.61 

Composition.... 1114 416 677 87.04 

Latin 554 250 304 86.86 

German 633 188 445 84.90 

Mathematics.... 1147 446 701 82.56 

History 563 186 377 84.26 

Botany 358 118 240 82.51 

Phys. Geog 117 58 59 83.41 

Physics 131 45 86 80.34 



8s 



86.19 



69 85.87 
94 87.50 
87.02 
86.28 
83.48 
84-45 
81.68 
81.81 
78.67 



No. 
P'ls. 

522 
464 
148 
358 
481 
272 
148 
64 
52 



Township Pupils 
Average of Medians 



225 

207 

84 

140 

211 

124 

61 

30 

23 



29s 

257 
64 
218 
270 
148 
87 
34 
29 



83.91 

85-52 
85-31 
86.90 
83-52 
82.11 
81.52 
84-37 
83-01 



B 
82.62 
S3. 36 
82.99 

83-75 
82.74 
81.86 
80.78 
81.04 
79.98 



85-07 

86.51 
87.81 
88.31 
84.30 
82.69 
81.82 
84.06 
85.16 



Entrance Grades 



Entrance Grades 



Literature 1198 461 737 86 

Composition.... 1114 416 677 



Latin 554 

German 633 



Mathematics. 



250 304 87 
445 85 



1147 446 701 



History 563 186 377 

Botany 358 118 240 

Phys. Geog. 
Physics 



117 
131 



58 59 87 
45 86 86 



93 86 

89 87 

83 85 
97 86 

84 86 
86 85 
22 87 
91 87 



86.92 
86.93 
88.01 
86.09 
87-iS 
86.47 
87.31 
87.40 
86.47 



522 
464 
148 
358 
481 
272 
148 
64 

52 



225 
207 
84 
140 
211 
124 
6: 
30 
23 



295 

257 

64 

218 

270 

148 

87 

34 

29 



82.23 
82.31 
81.90 
82. 27 
82.03 
82.47 
81.82 
80.74 
82.04 



81.04 
80.99 
80.26 
81.07 
81.03 
80.00 
81.50 
84.06 
79-25 



82.99 
83 -IS 
82.90 
82.57 
82.53 
83.46 
81.90 
80.31 
83.22 



Comparison of City and Country Pupils as to Scholarship: Table 
CXXIII makes a final comparison of the city and country groups in 
all subjects for all semesters and is based upon the averages of the 
median grades for the different subjects and different terms. By 
getting the sum of all median grades given for a subject and divid- 
ing by the number of semesters, we get the average median grade 
for that subject. 



Summary of Table CXXIII 

1. The city group has a higher average median grade in the following subjects: 
Literature, composition, Latin, history and botany; the country group, in the 
remaining subjects, i.e., German, mathematics, physical geography and physics. 

2. The city boys have a higher median average than the country boys in all 
subjects except German and mathematics. 

3. The city girls have a higher average than the country girls in Hterature, 
composition and history, while the country girls excel the city girls in Latin, German, 
mathematics, botany, physical geography and physics. 

4. The city boys excel all groups in botany, physical geography and physics. 
.5. The city girls excel all groups in hterature, composition and history. The 

country girls excel all others in Latin, German and mathematics. The country 
boy excels in no subject. 

6. In the city group the highest grades are in composition and Latin, while 
for the country group the highest grades are in composition and German. The 
lowest grades in the city group are in botany and physics, while the country group 
made lowest grades in history and botany. 



214 ^ Survey of a Public School System 

7. The city boys made the highest grades in Latin and physics; they make the 
lowest grades in mathematics and German. For the country boys the highest 
grades are in composition and German, and the lowest in physics and botany. 
For the city girls, the highest in Uterature and composition, the lowest in botany 
and phj'sics; for the country girls, the highest in Latin and German, and the lowest 
in history and botany. 

8. In the city group, the highest entrance grade is in Latin and the lowest in 
German; in the country group, the highest is in history and the lowest in physical 
geography. 

9. The entrance grade for the girls in both groups is usually higher than for 
boys. It is significant that in most cases the girls make higher grades than the 
boys. 

10. The correlation between the entrance grades and the actual grades made 
in high school is more marked in the city group than in the country group. 

11. Taking everything into consideration, this table again shows the city 
pupils are superior in a majorit}' of subjects to the country pupils. 



Comparison of City and Country Pupils as to Entering Age, 
Attendance, and Previous Records 

(i) Comparison oj Entering Age: The table making this compari- 
son shows the entering age for the country group was 14.89 years 
and for the city group, 14.43 years. It further shows that the en- 
trance age for the city boys was 14.42 years, while for the country 
boys, 14.84 years; for the city girl 14.42 years, and for the country 
girl, 14.89 years. This shows that the country pupils are just about 
one-half year older than the city pupils; also that in each group the 
girls are a little older than the boys. The difference in age was much 
smaller than was expected, and since the difference in age is less than 
half a year, the factor of age will have no serious effect upon the 
problem. 

(2) Comparison of Attendance: It was found that the average 
attendance for the city group was 83.80 days per semester, while 
that for the country group was 84.58 days per semester. The at- 
tendance of the city boys was 84.44 days per semester, while the 
average attendance for the country boys was 84.27 days; for the 
city girls, 83.39 days and for the country girls 84.58 days. Here, as 
in the case with the entering age, the difference is small and would 
have no vital effect on the general results of the study. 

(3) Comparison of Quality of Work Previously Done : In the case of 
the country children, it has been continually asserted that only the 
very best students from the country attend the high school. On the 
other hand it is claimed that nearly all who graduate from the city 
system attend high school. This last statement is true for the Bloom- 
ington schools, where 90 per cent of the city graduates attend the 
Bloomington High School. In order to get some idea of the percentage 



Achievement of Pupils 215 

of the country graduates entering high school and to see whether only 
the best of them attended high school a study was made of those 
pupils who graduated from the Monroe County schools in 191 2. This 
year, of course, would not answer for the whole study, but County 
Superintendent Jones says that it was a t}'pe year and hence should 
give trustworthy results. 

In 191 2, ninety pupils graduated from the Monroe County schools. 
Of this number, it was found that 79.89 per cent of them attended 
high school, although not all of them attended at Bloomington. The 
average grade of those who attended was 82.53 P^r cent and of those 
who did not attend, 80.78 per cent. The city girls who attended had 
a general average of 82.80 per cent and those who did not attend, 
79.04 per cent. The boys who did not attend had a general average 
of 83.075 per cent and those who did attend, 80.21 per cent. These 
facts show that the group who attended high school had about i per 
cent higher general average than those who did not attend. This in 
itself is a small matter, when it is considered that about 80 per cent 
of the country graduates attend high school. These facts show that 
the country pupils considered represent the average abiUty of the 
country pupils and are not just the select few of them. The data 
and tables thus far given give us the following summary and 
conclusions: 

General Summary 

This study, taken as a whole, brings out the following significant 
facts : 

1. The entrance grades for the city pupils are higher than for the 
country pupils. 

2. The girls in both groups do better work than the boys. 

3. The city group has a higher average median grade for all terms 
than the country group in literature, composition, Latin, history, and 
botany. The country group has a higher average median in German, 
mathematics, physical geography, and physics. 

4. The city boys excel all others in science: i.e., botany, physical 
geography, and physics. The city girls excel all groups in literature, 
composition, and history. The country girls excel all others in foreign 
languages and mathematics. 

5. The city pupils as a group are especially strong in English and 
Latin, while the country group is especially strong in German and 
mathematics. Both groups are weakest in botany. 



2i6 A Survey of a Public School System 

6. In five out of eight of the semesters of the high school course, 
the city group has a higher median grade in a majority of subjects 
taught during the semester. The country pupils have a majority 
in two semesters and in the other semester each group excels in an 
equal number of subjects. This gives the city pupils a decided 
advantage. 

7. Even though the city pupils have a higher median grade in a 
majority of subjects for a majority of terms, it cannot be denied that 
the country pupils are the "growers" in the high school and that 
they make more improvement over their first term's work than do 
the city pupils. The country pupils, as a rule, make their lowest 
grade in their first term and pull up semester by semester, while the 
city pupils do their best work in their first semester and then have a 
tendency to slump. 

8. The country group has a higher per cent of failures and of re- 
tardation in literature, composition, Latin, history, botany, and 
physical geography. The city group has a higher per cent of failures 
and retardation in German, mathematics, and physics. 

9. A significant fact is that a much higher per cent of both groups 
are in rank 95-100 in Latin than in any other subject. 

10. There is a marked tendency on the part of country boys to 
slump during their senior year. This was shown in every subject 
except physics. 

11. A study of the entrance grades shows that the less efficient 
from the country withdraw to a greater degree than those from the 
city. It is the less efficient city boys and the less efficient country 
girls who withdraw, while the less efficient city girls and country 
boys remain in school. 

12. The work done by each group most nearly corresponds to 
their entrance grades during the early semesters of the high school 
course. 

13. All facts considered, the city pupils have a rather marked 
advantage over the country children. 

II. Withdrawals and Failures 

Mr. J. H. Minnick made a study including all students enter- 
ing the Bloomington High School during the four years beginning 
September, 1906. In all there were 150 boys and 243 girls repre- 
sented. Tables CXXIV to CXXVII are taken from this study.^ 

1 The School Review, Vol. XXIH, No. 2, pp. 73-84- 



Achievement of Pupils 



217 



Table CXXIV shows the average grades made in the various high 
school subjects by those who for any reason were eliminated from 
school. 

TABLE CXXIV 
Average Grades of Pupils Eliminated in the Various Subjects 



Boys 
Girls 



Mathematics 


English 


Language 


History 


Science 


79.7 


80.2 


75.8 


77.1 


78.4 


77.9 


81.7 


79.0 


75.8 


76.5 



Table CXXV shows the per cent of eliminated students taking 
each subject who failed in that subject. 



TABLE CXXV 



Boys. 
Girls. 



Mathematics 


English 


Language 


History 


SCIENCI 


32.6 


19.3 


28.4 


32.3 


24.4 


31.9 


18.0 


21.6 


31.3 


30.9 



Table CXXVI shows the per cent of eliminated students failing 
in only one subject. 

TABLE CXXVI 



Boys. 
Girls. 



Mathematics 


English 


Language 


History 


Science 


6.0 


0.0 


6.3 


6.3 


1.8 


7.1 


1.0 


3.7 


1.8 


2.4 



Table CXXVII shows the per cent of eliminated students taking 
each subject who did not fail in that subject. 



TABLE CXXVII 



Boys. 
Girls. 



Mathematics 


English 


Language 


History 


Science 


38.8 


43.8 


59.1 


40.6 


58.9 


38.4 


57.6 


61.7 


47.3 


59.8 



TABLE CXXVIII 

Enrollment, Failures, Withdrawals, Second Semester, 1913-14 

Number Enrolled 

In Subject During 

Subject Term 

B g Total 

EngHsh 141 173 314 

Mathematics 125 153 278 

Botany 18 22 40 

History 72 109 181 

Latin 66 101 167 

Physics 23 35 58 

German 99 120 219 

Commercial 89 55 144 

Physical Geography 9 21 30 





Number 


Dropped 




Number 




To Leave 


Tc 


) Quit 


Remaining at End 




City 




School 




Term 




B 





Total b 


g ' 


Total 


B 


g 


Total 


3 


2 


5 


15 


11 


26 


117 


173 


290 


5 


4 


9 


14 


5 


19 


107 


142 


249 


1 





1 


4 





4 


13 


32 


45 


2 


3 


5 


7 


3 


10 


64 


102 


166 


2 


3 


5 


4 


3 


7 


60 


94 


154 











2 


2 


23 


33 


56 


2 





2 


12 


11 


23 


82 


108 


190 





2 


2 


15 


8 


23 


74 


46 


120 








1 


1 


2 


8 


20 


28 



2l8 



A Survey of a Public School System 



TABLE CXXVIII {Continued) 



Subject 



Number Remaining Total Failures and Number Remaining 

-_ Pupils Failed Dropped to Quit School Pupils Conditioned 

B G Total b g Total b g Total 



English 15 

Mathematics 15 

Botany . . . 3 

History 11 

Latin 7 

Physics 1 

German 7 

Commercial 6 

Physical Geography. . . 1 



5 


20 


30 


16 


46 


5 


4 


9 


1 


26 


30 


11 


41 








5 


8 


7 


5 


12 


1 





1 


7 


18 


18 


10 


28 


2 


4 


6 


4 


11 


11 


7 


18 


5 


1 


6 


3 


4 


1 


5 


6 


1 





1 


2 


9 


19 


13 


32 


4 


3 


7 


3 


9 


21 


11 


32 


6 


3 


9 



TABLE CXXIX 

Second Semester, School Year, 1913-14 Per Cent of Failures by Subjects 
AND Sex of Those Remaining to End of Semester 

Physi- 
cal 
Eng- Mathe- Bot- His- Lat- Phys- Ger- Com- Geog- 

LISH MATICS any TORY IN ICS MAN MERCIAL RAPHY 

9b — 

Boys 31.3 22.2 2,2,. i 2,2.2, 22.2, 40.0 il2.5 

Girls 0.0 5.2 12.5 16.7 8.3 22.2 0.0 

Total 12.5 10.7 18.2 23.8 16.7 31.6 3.5 

9a — 

Boys 20.0 17.6 20.0 10.0 4.0 6.7 

Girls 7.4 2.2 16.7 7.1 0.0 0.0 

Total 11.9 8.8 17.6 8.3 1.8 4.8 

10b — 

Boys 10.5 18.2 57.1 15.8 

Girls 0.0 13.8 16.7 0.0 

Total 5.6 15.7 31.5 8.6 

IOa — 

Boys 8.3 12.5 18.5 

Girls 3.1 11.8 11.5 12.5 5.3 

Total 5.4 12.1 15.1 6.7 3.2 

llB — 

Boys 5.3 50.0 12.5 7.6 

Girls 5.9 9.0 0.0 50.0 

Total 5.6 20.0 5.9 13.3 

llA — 

Boys 15.8 0.0 25.0 9.0 

Girls 5.7 14.3 • 0.0 

Total 9.3 9.5 10.0 5.3 

12b — 

Boys -^4.3 

Girls 9.1 

Total 7.1 

12a — 

Boys 11.1 

Girls 7.1 0.0 

Total 5.0 4.5 

1 QB and QA combined in one class. 2 jjb and i2A combined. 



Achievement of Pupils 



219 



TABLE CXXX 

Per Cent of Failures and Dropped to quit School to Those enrolled 
Second Semester 1913-14 























Physi- 






















cal 




Eng- 


Mathe- 


- Bot- 


His- 


Lat- 


Phys- 


Ger- 


Com- 


Geog- 




lish 


matics 


any 


tory 


in 


ics 


man : 


mercial 


raphy 


9b — 






















Bovs 


... 42.8 


63.2 


57. 


1 




36.4 




63.4 


62.5 


22.2 


Girls 


... 17.4 


5.3 


12. 


5 




14.3 




21.5 


27.3 


4.8 


Total 


... 31.4 


34.2 


33. 


3 




24.0 




40.0 


48.1 


10.0 


9a — 






















B oys 


. .. 40.9 


24.3 


27 


.3 




10.0 




22.6 


30.0 




Girl 


... 10.7 


8.2 


28 


,6 




7.1 




11.8 


40.0 




Total 


... 24.0 


15.1 


28.0 




8.3 




17.0 


33.3 




10b — 






















Boys 


... 14.3 


17.4 






72.8 


18.2 




19.0 


12.5 




Girls 


... 14.3 


6.3 






20.0 


4.4 




11.1 


0.0 




Total 


... 14.3 


10.9 






42.3 


8.8 




15.4 


6.3 




10a — 






















Boys 


... 8.0 


5.9 






21.4 


0.0 










Girls 


. . 3.1 


5.9 






14.8 


12.5 




10.0 


28,6 




Total 


... 5. . 


5.9 






18.2 


6.7 




6.1 


14.3 




llB — 






















Boys 




18.2 






50.0 


12.5 






20.0 




Girls 




4.8 






9.1 








6.7 




Total 




11.6 






23.5 


5.9 






27.8 




11a — 






















Boys 


... 20.0 








8.3 


40.0 




7.7 






Girls 


... 12.5 


13.3 








25.0 




10.0 






Total 


... 15.0 


9.1 






2.3 


30.8 




8.7 






12b — 






















Boys 














4.3 




20.0 




Girls 










10.0 




14.3 


10.0 






Total 










5.3 




10.3 


7.1 


11.1 




12a — 






















Boys 












11.1 










Girls 










7.1 


0.0 










Total 










5.0 


4.5 











12. Correlation of Rank in English, Mathematics, Language, 

AND History^ 

The method used to determine the degree of correlation was to 
determine a numerical relation for the grades made by the eighty- 
six pupils, while in the four subjects considered. 

If a pupil should make "e" grades in English, mathematics, grammar and 
history, the four subjects considered, then the degree of correlation of standing 
in these subjects would be 100 per cent. If he should receive four different grades, 
the degree of correlation would be zero. These are the two extremes. Between 
them exists a great number of possible combinations of grades which would have 

1 Part of the study made by Charley Bruner. See page 89 for more complete 
statement of method of this study. 



220 A Survey of a Public School System 

almost as many different values of correlation as there are cases of variation in 
grade. The value of the various combinations was determined by the number of 
points the ranks were separated from each other. If a pupil had three " e's " and an 
"s" or a "g" that condition lacked only one point of having a perfect correlation. 
If a pupil had three "e's" and one "r" or two "e's," one "s" and one "g," he lacked 
two points. If he had three "e's" and one "p," or two "e's," one "s" and one 
"r," or two "e's" and one "g" and one "r," he lacked three points. If he had 
three "e's" and one "n.p.," or two "e's" and two "f's" or two "e's," one "s" 
and one "p," or two "e's," one "g," and one "p," he lacked four points. If he 
had two "e's," one "s" and one "n.p.," or two "e's," one "g" and one "n.p.," 
or two "e's," one "f" and one "p," he lacked five points. If he had two "e's" 
and two "p's," or two "e's" and one "n.p.," he lacked six points. If he had two 
"e's," one "p" and one "n.p.," he lacked seven points. If he had two "e's" and 
two "n.p.'s" he lacked eight points. 

Similar relations exist if we take any of the ranks as the basis for 
correlation. All conditions in which there were four different ranks 
were classed together. All possible conditions were then arranged 
in order of their value. The table thus formed consisted of eleven 
possible conditions from a perfect to a zero correlation as follows: 

1. Four grades of equal rank. 

2. Three grades of equal rank and one grade in adjoining rank. 

3. Three grades of equal rank and one grade two points away. 
Two grades of equal rank and two grades one point away. 

4. Three grades of equal rank and one grade three points away. 

Two grades of equal rank and one grade two points away, and one grade 
one point away. 

5. Three grades of equal rank and one grade four points away. 
Two grades of equal rank and two grades two points away. 

Two grades of equal rank and one grade two points away, and one grade three 
points away. 

6. Three grades of equal rank and one grade five points away. 

Two grades of equal rank and one grade one point away, and one grade four 

points away. 
Two grades of equal rank and one grade two points away, and one grade four 

points away. 

7. Two grades of equal rank and two grades three points away. 

Two grades of equal rank and one grade five points away, and one grade one 

point away. 
Two grades of equal rank and one grade two points away, and one grade four 

points away. 

8. Two grades of equal rank and one grade three points away, and one grade 

four points away. 
Two grades of equal rank and one grade two points away, and one grade five 
points away. 

9. Two grades of equal rank and two grades four points away. 

Two grades of equal rank and one grade three points away, and on^ grade five 
points away. 

10. Two grades of equal rank and two grades five points away. 

11. All different. 

Values were assigned to the various conditions as follows: Condi- 
tion one valued at lo units, loo per cent; condition two valued at 9 
units, 90 per cent; condition three valued at 8 units, 80 per cent; con- 
dition four valued at 7 units, 70 per cent; condition five valued at 6 



Achievement of Pupils 221 

units, 60 per cent; condition six valued at 5 units, 50 per cent; condi- 
tion seven valued at 4 units, 40 per cent; condition eight valued at 3 
units, 30 per cent; condition nine valued at 2 units, 20 per cent; 
condition ten valued at i unit, 10 per cent; and condition eleven 
valued at zero. 

On the basis of this comparison correlations were worked out for 
both the common school and the high school. 

1. Correlation in the Common School. Twenty-five pupils had 
grades in condition one, twenty-nine in condition two, twenty-one 
in condition three, and two in condition four, making a total of 759 
units out of a possible 860. The per cent of correlation, therefore, 
was 87.7 per cent. This means that if a pupil makes good in one 
subject, he has seven chances to eight to make good in the other 
subjects in common school. 

English tended to raise the total average, for any given pupil above 
the average for the other three subjects. There were fourteen cases 
and in only two cases did English tend to pull it down. Mathematics 
tended to pull the total average down in thirty-three cases and up 
in only four. Language caused the total average to be higher than 
the average for the remaining three subjects in ten cases, and lower 
in only five cases. History caused seven cases to be higher and seven- 
teen cases to be lower. This makes it appear that the most difficult 
subject in the common school course is mathematics, the next is 
history, the next language, and the easiest English, Of the twenty- 
five cases in which there was a correlation of 100 per cent, fourteen 
pupils belonged to the "G" rank, six pupils to the "F" rank, and 
five pupils to the "E" rank. Of the twenty-nine cases in which there 
was a correlation of 90 per cent, there were seventeen pupils whose 
predominating grade was "G." This shows that the pupil in rank 
"G" or the average pupil is most evenly balanced in all the subjects. 
Sex difference is not noticed. 

2. Correlation in the High School Subjects. There were only eighty- 
five cases correlated in high school. Pupil number 68 having no 
history grade was therefore eliminated. 

Of these eighty-five pupils, four had grades in condition one, twenty- 
six in condition two, twenty-six in condition three, twenty-three in 
condition four, five in condition five and one in condition eleven, 
making a total value of 673 out of a possible 850. The per cent of 
.correlation for the high school, therefore, was 79.2 per cent. The 
girls on the whole made better grades than the boys, but the four 
cases in which there was perfect correlation belonged to the boys, 



2 22 A Survey of a Public School System 

who, therefore, had a sUghtly higher per cent of correlation than the 
girls. Of the cases of perfect correlation among the boys, no two 
cases fell in the same rank. One had " S," one had " E," one had " G," 
and one had "F." 

The following table shows the number of cases for each subject 
in which it tended to raise or lower the total average above or below 
the average of the remaining subjects: 



TABLE CXXXI 

Numbers of Cases in Number of Cases in 

WHICH THE Average which the Average 

Subject was Raised was Lowered 

English 26 7 

Mathematics , 2 33 

Language 20 11 

History 13 14 

This shows again that mathematics was the most difificult subject 
and English the easiest. Language is slightly easier than history. 

The following are important extracts from the general summary 
and conclusions reached by Mr. Bruner: 

The change from common school to high school does not give rise 
to an abnormal decrease in retention of grades received. One finds in 
the common school and high school a decrease in retention towards, 
the end of the course, but the decrease in retention from the common 
school to the high school is not much out of keeping with the reten- 
tions before and after. 

The correlation for the four subjects is greater in the common 
school than in the high school. In the common school it is 87.7 per 
cent and in the high school it is 79.2 per cent. In other words, a 
pupil in the common school has seven chances out of eight to receive 
the same grades in all four subjects, while in high school his chances 
are four out of five. 

Those pupils maintain the highest per cent of correlation whose 
grades fall in most cases in rank "G." This is true for both the 
common school and the high school. 



13. Distribution of Grades 

It is not enough to know that a certain percentage of the pupils 
in a school system passed and a certain other percentage failed. '^ 
In order to have an intelligent conception of the work that is being 
done by pupils it is necessary to know the percentage of the grades 



Achievement of Pupils 223 

falling in the various ranks as good, excellent, etc. The percentage 
of pupils receiving the highest marks should approximate the per- 
centage receiving the lowest marks. It is just as much of a failure 
for a pupil capable of making "excellent" to make "good" as for a 
pupil capable of making just a passing grade to make a failing grade. 
The immediate penalty may be a little greater in the latter case 
because the work has to be repeated, but even in the first case 
there is an immeasurable penalty in the form of habits that hold 
one's work on a level lower than native ability would justify. 
Pupils are marked in the Bloomington schools by letters S, E, G, 
F, P, N.P. S = 96-100 per cent; E = 91-95 per cent; G = 86-90 
per cent; F = 81-85 per cent; P = 75-80 per cent; N.P. = below 
75 per cent and below a passing grade. Table CXXXII shows for the 
second semester, 1911-12, by grades, subjects, and sex the percentage 
of grades falUng within each group. Tables CXXXIII and CXXXIV 
show some of the same things for the first semester 1914-15 and for 
the second semester 191 2-13. Failures are based upon number en- 
rolled at end of semester. Conditions are counted as failures. 

TABLE CXXXII 

Distribution of Grades, Second Semester 1911-12, by Years, Subjects, 

Sex 

96-100 Qi-gs 86-90 81-85 75-80 Below 
Per Per Per Per Per Pass- 
Cent Cent Cent Cent Cent ing 

Wholeschool system all pupils, all subjects.. 5.4 15.1 29.3 26.5 18.5 5.2 
" boys " " . . 4.5 12.9 27.5 28.2 21 5.9 
" girls " " . . 6.2 17.1 30.8 25.1 16.2 4.7 

Grades 1-4 all pupils, all subjects 7. 17.6 36.2 26.4 10.4 2.4 

" boys " " 6. 16.2 34.6 28.9 11.7 2.6 

" girls " " 8.1 19.2 37.9 23.7 8.7 2.3 

Grades 5-8 all pupils, all subjects 4.5 13. 25.4 27.4 23.7 6.1 

" boys " " 3.2 9.7 22.5 27.9 29.3 7.3 

" girls " " 5.5 15.4 27.3 27 19.6 5.1 

Grades 9-12 all pupils, all subjects 2.7 14.3 18.6 23.4 28.1 12.9 

" boys " " 2.4 10.7 14.7 25.6 31. 15.6 

"girls " " 2.9 16.9 21.5 21.8 25.9 11. 

Grades 1-8 all pupils, all subjects 5.7 15.2 30.6 26.9 17.3 4.3 

" boys " " 4.7 13.2 29. 28.5 19.9 4.8 

" girls " " 7. 18. 32. 26. 14.9 3.9 

Grade 1b all pupils, all subjects 5.1 16. 29. 26.5 12. 11.7 

"boys " " 3.5 14.7 31.7 27.3 12.6 9.7 

" girls " " 8.7 19.1 21.7 23.5 10.4 16.5 

Grade 1a all pupils, all subjects .. 7.4 21.2 39. 23.4 6.4 2.5 

" boys " " 5.8 20.9 37. 27. 7. 2.4 

"girls " " 9.2 il.6 41.3 19.7 5.5 2.5 



224 



A Survey of a Public School System 



TABLE CXXXII (Continued) 

g6-ioo 91-95 

' Per Per 

Cent Cent 

Grade 2b all pupils, all subjects 7. 20. 

"hoys " " 4.8 20.2 

" girls " " 10.1 19.1 

Grade 2a all pupils, all subjects 9. 17.8 

" boys " " 6.3 16.2 

" girls " " 11.4 19.2 

Grade 3b all pupils, all subjects 10.5 14. 

" boys " " 8.8 11.3 

" girls " " 12.3 16.9 

Grade 3a all pupils, all subjects 7.2 21.5 

" boys " " 7.8 18.5 

" girls " " 6.3 25.4 

Grade 4b all pupils, all subjects 7. 19. 

" bovs " " 5.2 19.2 

" girls " " 8.3 18.8 

Grade 4a all pupils, aU subjects 3.1 12.6 

" boys " " 3.9 10.6 

" girls " " 2.4 14.3 

Grade 5b all pupils, all subjects 6.2 17.2 

" boys " " 4.7 13.7 

" girls " " 6.9 18.9 

Grade Sa all pupils, all subjects 3.4 14.6 

" bovs " " 2.3 13. ■ 

" girls " " 3.8 15.7 

Grade 6b all pupils, all subjects 2.1 9.8 

" boys " " 9 4.9 

" girls " " 3. 13.8 

Grade 6a all pupils, all subjects 1.8 7.9 

" boys " " 1.6 6.5 

" girls " " 2.1 9.1 

Grade 7b all pupils, all subjects 6.3 17.8 

" boys " " 3.2 12.9 

" girls " " 8.3 21.9 

Grade 7a all pupils, all subjects 6.5 12.4 

" boys " " 7.2 10.1 

" girls " " 5.9 14.7 

Grade 8b all pupils, all subjects 1 .4 8.6 

" boys " " 0. 3.8 

" girls " " 2.5 12.7 

Grade 8a all pupils, all subjects 8.5 14.1 

" boys " " 3.3 13.8 

" girls " " 12.3 14.3 

Grade 9b all pupils, all subjects 2.7 13.3 

" boys " " 2.9 5.7 

" girls " " 2.4 22.9 



86-90 
Per 

Cent 


81-8S 
Per 
Cent 


75-80 Below 
Per Pass- 
Cent ING 


42.7 
38.7 
48.5 


21.1 
25.8 
14.6 


6.1 

8.1 
3.4 


3.3 
2.4 
4.4 


34.3 
31.3 

37.1 


29.4 
35.2 
24.1 


7.8 
9.5 
6.2 


1.7 
1.4 
2. 


38.5 
37.6 
39.5 


22.6 
26.3 
18.7 


12.7 
13.8 
11.4 


1.7 
2.3 
1.2 


39.1 

37.3 
41.1 


23.8 
27.1 
19.4 


7.6 
8.4 
6.5 


.9 

.8 
1. 


36.2 
33.2 
38.6 


27.6 
27.9 

27.4 


9.1 

12.8 
6.3 


1.1 
1.7 

.7 


32.2 
30.9 
33.3 


32.5 
33.5 
31.4 


18. 

19.2 

16.9 


1.8 
1.8 
1.7 


26.6 

22.4 
28.6 


24.4 
26.1 
23.6 


22.3 
29.7 
18.7 


3.3 
3.3 
3.2 


32. 
29.9 

33.5 


27.3 
27.6 
27.1 


16.7 
20.1 
14.4 


5.9 
7.1 
5.1 


26.6 
27.5 
26. 


31.9 
32.1 
31.9 


23.5 
26.9 
20.8 


6. 

7.8 
4.4 


19.4 

18.3 
20.4 


29.2 
26.6 
31.5 


33. 

35.9 

30.3 


8.6 

11.1 

6.5 


25. 

20.7 

27.8 


26.5 
29.5 
24.6 


19.5 

27.2 
14.5 


4.9 
6.9 
3.6 


25.3 
20.7 
30. 


26.2 
26.4 
26. 


23.5 
31.4 
15.7 


6. 

4.2 
7.7 


18.5 
15.4 
21. 


26.8 
28.5 
25.5 


33.1 

38.5 
28.6 


11.5 

13.8 

9.6 


23.5 
20.4 
25.8 


26.4 
27.6 
25.4 


21.9 
26.5 
18.4 


5.6 

8.3 
3.7 


19.1 
16.2 
22.9 


20.2 
22.9 
16.9 


26.6 
30.5 
21.7 


18.1 
21.5 
13.3 



Achievement of Pupils 



225 



TABLE CXXXII {Continued) 

96-100 91-95 

Per Per 

Cent Cent 

Grade 9a all pupils, all subjects 2.3 19.4 

" " boys " " 0. 16.2 

" girls " " 3.9 21.5 

Grade 10b all pupils, all subjects 9 9.3 

" boys " " 0. 7. 

« " girls " " 1.5 10.8 

Grade 10a all pupils, all subjects 1.7 12.6 

" boys " " 0. 6.8 

" girls " " 3. 16.8 

Grade lis all pupils, all subjects 2.8 5.6 

" bovs " " 6.8 6.8 

" girls " " 0. 4.8 

Grade 11a all pupils, all subjects 5.6 12.3 

" boys " " 9.5 11.1 

" girls " " 3. 13.1 

Grade 12b all pupils, all subjects 2.3 21.3 

" boys " " 4.4 21.7 

" girls " " 1.5 21.2 

Grade 12a all pupils, all subjects 4.3 19.1 

" boys " " 0. 19.4 

" girls " " 6.9 18.9 

Grades 1-8 all pupils, reading 8.3 18.6 

" boys " 6.6 15.4 

" girls " 9.9 21.5 

Grades 3b-8a aU pupils, arithmetic 5.4 13.4 

" boys " ....... 6.7 14. 

" girls " 4.9 12.9 

Grades 2B-8A all pupils, (^^"g"^S^ ^'^^ I 3.1 13.6 
^ '^ ' [ grammar J 

" boys " 1.5 9.6 

" girls " 4.5 17. 

Grades 4b-8a all pupils, history 1.9 9.3 

" boys " 3. 8.5 

" girls " 1. 8.5 

Grades 4b-7a all pupils, geography 3.1 13.4 

" boys " ' 3.1 16.1 

" girls " 3.1 11.4 

Grades 3b-8a all pupils, spelling 23.5 29.6 

" boys " 19.6 27.2 

" girls " 26.9 31.6 

Grades 1b-2a all pupils, phonics 18.1 22.5 

" boys " 12.5 21.9 

" girls " 24.7 23.2 



86-90 
Per 
Cent 


81-85 
Per 
Cent 


75-80 Below 
Per Pass- 
Cent ing 


20.6 
16.2 
23.8 


23.2 
21.7 
24.3 


21.9 

25.6 
19.3 


12.6 

20.1 

7.1 


10.2 

4.6 

13.8 


27.8 
27.9 

27.7 


35.2 
39.5 
32.3 


16.7 
20.9 
13.8 


25.3 
24.7 
25.7 


20.7 
24.7 
17.8 


27. 

30.1 

24.8 


12.7 
13.7 
11.9 


17.7 
11.4 
22.2 


26.2 
31.8 
22.2 


28. 

31.8 

25.4 


19.6 

11.4 
25.4 


16.1 
12.7 
18.1 


32.1 
33.3 
31.3 


27.8 

27. 

28.3 


6.2 
6.3 
6.1 


16.9 

8.7 

19.7 


19.1 
30.4 
15.1 


28.1 
26.1 
28.8 


12.3 

8.7 

13.6 


16. 
8.4 
20.7 


14.9 
19.4 
12.1 


42.6 

50. 

38. 


3.1 
2.7 

3.4 


31.4 
29.5 
32.9 


22.9 
27.2 
18.9 


13.8 
15.3 
12.5 


5.2 

6. 

4.4 


25. 

27. 
21.3 


21.2 
21.2 
23.1 


23.1 
19.6 
26. 


11.9 
12.1 
11.7 


30.5 


27.7 


17.4 


7.6 


29.1 
31.7 


30. 
25.8 


19.3 
15.8 


10.5 
5.2 


22.5 
23.9 
21.4 


26.1 

26. 

26.1 


29.7 
29.4 
30. 


10.5 

9.1 

11.6 


36.6 
39.1 
34.8 


23.1 
21.8 
23.9 


19.1 
16.1 
21.4 


4.7 
3.8 
5.4 


24.3 
21.5 
26.7 


13.7 

18.5 

9.5 


6.8 
9.5 
4.5 


2.1 

3.7 
.8 


31.2 
33.5 
28.4 


16.4 
19.2 
13.2 


4.8 
6.3 
3.2 


7. 

6.7 

7.4 



226 



A Survey of a Public School System 



Grades 4b-7a all 



Grades 1b-8a all 



II f< 



Grades 1b-8a all 



II a 



Grades 1b-8a all 



Grades 7b-8a all 



Grades 9b- 12 all 



Grades 9b-12a all 



Grades 9b-12a all 



a a 



Grades 9b-11a all 



Grades 10b-12a all 



Grades 9b-9a all 



Grades 9b-9a all 



Grades 12b-12a all 



Grades 9b-12a all 



Grades 12b all 



TABLE CXXXII (Continued) 

96-100 QI-QS 

Per Per 

Cent Cent 

pupils, physiology 1.1 15. 

boys " 1.2 13.1 

girls " 1.1 16.4 

pupils, drawing 6 6.9 

boys " 5 6.1 

girls " 7 7.7 

pupils, writing 2.5 17.5 

boys " 1.9 15.8 

girls " 2.7 19.2 

pupils, music 2.4 13.2 

boys " 1.3 7.4 

girls " 3.5 18.8 

pupils, industrial 3.6 6.6 

boys " 0. 0. 

girls " 6.1 11.3 

pupils, English 6 16.9 

boys " 1.5 12.5 

girls " 0. 20.3 

pupils, Latin 6. 17.2 

boys " 6.6 6.6 

girls '' 5.5 26. 

pupils, German 5.6 14.8 

boys " 1.6 12.9 

girls " 8. 16. 

pupils, mathematics 4.1 14.6 

boys " 4.1 13.9 

girls " 4.2 15.2 

pupils, history 8 14.4 

bovs " 0. 8.7 

girls " 1.2 17.4 

pupils, physical geography 3.7 16.7 

boys " " 3.6 14.3 

girls " " 3.8 19.2 

pupils, botany 0. 5. 

boys " 0. 0. 

girls " 0. 7.7 

pupils, physics 0. 4.2 

boys '" 0. 12.5 

girls " 0. 0. 

pupils, commercial 0. 2. 

boys " 0. 2.7 

girls " 0. 0. 

pupils, French 0. 23.1 

boys " 0. 0. 

girls " 0. 33.3 



86-90 
Per 
Cent 


81-8S 
Per 
Cent 


7S-8o Below 
Per Pass- 
Cent ING 


32.4 
33.8 
31.3 


32.8. 
33.5 
32.3 


17.7 
16.9 

18.2 


.9 

1.5 
.6 


32.8 
28.3 
37.2 


40.9 
41.4 
40.5 


18. 

22.7 

13.6 


.7 
1. 
.3 


37.8 
33.4 
42.1 


26.5 
27.6 
25.5 


14.2 

19.1 

9.4 


1.6 
2.1 
1.1 


32.8 
28.1 
37.2 


27.8 
28.7 
27. 


23.2 
33.8 
13.2 


.5 
.7 
.4 


24.9 
14.6 
32.2 


55.3 
64.6 
48.7 


9.1 

19.5 

1.7 


.5 
1.1 
0. ■ 


20.8 
14.7 
25.4 


25.8 
31.6 
21.5 


27.8 
29.4 
26.5 


8. 

10.3 
6.2 


22.5 

25. 

20.5 


21.1 

20. 

21.9 


23.4 
31.7 
16.4 


9.8 
10. 
9.7 


17.9 
16.1 
19. 


22.2 
22.6 
22. 


30.9 
35.5 
28. 


8.6 
11.3 

7. 


18.5 

9.8 

24.8 


23. 

26.2 

20.6 


21.9 

23. 

21.2 


17.8 

23. 

14. 


17.4 
19.6 
16.3 


25.8 
30.4 
23.2 


31. 

28.3 

32.6 


10.6 

13.1 

9.3 



27.8 14.8 25.9 11.1 

25. 14.3 28.5 14.3 

30.7 15.4 23.1 7.7 

8.3 30. 33.3 23.3 

0. 23.8 42.8 33.3 

12.8 33.3 28.2 18. 

8.3 18.7 58.3 10.4 

0. 31.3 56.2 0. 

12.5 12.5 59.4 15.6 



9.8 


15.7 


33.3 


39.2 


10.8 


13.5 


43.2 


29.7 


7.1 


21.4 


7.1 


64.3 


30.8 


38.5 


7.6 


0. 


25. 


50. 


25. 


0. 


33.3 


33.3 


0. 


0. 



Achievement of Pupils 227 



TABLE CXXXII {Continued) 

96-100 91-95 
Per Per 
Cent Cent 



3b — Arithmetic — All pupils 10.2 18.4 

" boys 11.5 13.5 

" girls 8.7 24. 

3a — Arithmetic — All pupils. 10.3 21.4 

" boys 13.9 20.8 

" " " girls 5.6 22.2 

4b — Arithmetic — All pupils 11.1 14.8 

" boys 8.3 16.6 

" - " " girls 13.3 13.3 

4a — Arithmetic — All pupils 5.9 9.4 

" boys 7.7 7.7 

" girls 4.3 10.9 

5b — Arithmetic — All pupils 4.3 16.3 

" boys 0. 20. 

" girls 6.5 14.5 

5a — Arithmetic — All pupils 1.3 7.9 

" boys 3.2 9.7 

" girls 0. 6.7 

6b — Arithmetic — All pupils 0. 7.9 

" bovs 0. 5.9 

" girls 0. 9.5 

6a — Arithmetic — All pupils 1.3 7.6 

" " " boys 0. 13.5 

" " " girls 2.4 2.4 

7b — Arithmetic — All pupils 1.9 17.3 

" boys 0. 10. 

" girls 3.1 21.9 

7a — Arithmetic — All pupils 3.9 7.9 

" boys 5.4 10.8 

" " girls 2.6 5.2 

8b — Arithmetic — All pupils 0. 5. 

" boys 0. 0. 

" girls 0. 8.7 

Sa — Arithmetic — All pupils 6.8 18.6 

" " " boys 4.2 29.2 

" girls 8.4 11.4 

4b — History — All pupils 1.4 18.6 

" boys 3.4 31. 

" girls 0. 9.8 

4a — History — All pupils 1.2 8.3 

" boys 2.6 7.9 

" girls 0. 8.7 

5b — History — All pupils 3.3 15.2 

" boys 6.7 16.7 

" " " girls 1.6 14.5 



86-90 
Per 
Cent 


81-8S 
Per 
Cent 


7S-8o Below 
Per Pass- 
Cent ING 


33.7 
36.5 
30.4 


15.3 
13.5 
17.4 


15.3 
15.4 
15.2 


7.1 
9.6 
4.3 


34.1 
33.3 
35.2 


17.5 
16.7 
18.5 


11.9 
11.1 
13. 


4.8 
4.2 
5.6 


34.6 
27.8 
39.9 


19.7 
24.9 
15.6 


11.1 
11.1 
11.1 


8.6 

11.1 

6.7 


34.1 
35.9 
32.6 


22.4 
15.4 
28.3 


20. 

25.6 

15.2 


8.2 
7.7 
8.6 


29.3 
33.3 
27.4 


22.8 
23.3 
22.6 


19.6 
16.7 
21. 


7.6 
6.7 
8.1 


26.3 

32. 

22.2 


26.3 

25.8 
26.7 


21.1 
16.1 
24.4 


17.1 
12.9 
20.1 


17.1 
20.6 
14.3 


26.3 
29.4 
23.8 


31.6 
23.5 
38.1 


17.1 
20.6 
14.3 


12.7 
10.8 
14.3 


24.1 
21.6 
26.2 


34.2 
29.7 
38.1 


20.3 
24.3 
16.6 


13.1 

25. 
6.3 


23. 
25. 
21.9 


23. 
15. 
28.1 


21.6 

25. 
18.8 


13.2 
18.9 

7.8 


21.1 
16.2 
25.5 


35.5 
35.1 
35.9 


18.4 
13.5 
23.1 


10. 

11.8 
8.7 


12.5 

23.5 
4.3 


55. 

41.2 

65.2 


17.5 
23.5 
13. 


18.6 
16.7 
20. 


23.7 
37.5 
14.3 


25.4 

8.3 

37.1 


6.8 
4.2 

8.4 


34.3 
27.6 
39. 


41.4 
31. 

48.8 


4.3 
6.9 
2.4 


0. 
0. 
0. 


33.3 
39.5 
28.3 


29.8 
26.3 
32.6 


27.4 
23.7 
30.4 


0. 
0. 
0. 


20.7 

20. 

21. 


23.9 
23.3 
24.2 


33.7 

30. 

35.5 


3.3 

3.3 
3.2 



228 



A Survey of a Public School System 



TABLE CXXXII (Continued) 

96-100 91-95 86-90 81-85 75-80 Below 
Per Per Per Per Per Pass- 
Cent Cent Cent Cent Cent ing 

5a — History— All pupils 2.6 21.1 36.7 21.1 11.8 6.6 

" boys 3.2 19.3 35.5 25.8 9.7 6.5 

" girls 2.2 22.2 37.8 17.8 13.3 6.7 

6b — History— AU pupils 0. 3.9 26. 28.5 26. 15.5 

" boys 0. 0. 35.3 23.5 32.4 8.8 

" girls 0. 6.9 18.6 32.6 21. 21. 

6a — History— All pupils 2.5 5.1 12.7 13.9 40.5 25.3 

" boys 5.4 2.7 16.2 13.5 32.4 29.7 

" girls 0. 7.1 9.5 14.3 47.6 21.4 

7b — History— AU pupils 3.9 3.9 11.8 23.5 43.1 13.7 

" bovs 5. 0. 20. 10. 45. 20. 

" girls 3.2 6.5 6.5 32.3 41.9 9.7 

7a — History— AU pupils 1.3 1.3 8. 26.7 44. 18.7 

" boys 0. 0. 13.5 27. 48.6 10.8 

■" girls 2.6 2.6 2.6 26.3 39.5 26.3 

8b — History— AU pupils 0. 0. 10.3 28.2 41. 20.5 

" boys 0. 0. 0. 50. 50. 0. 

" girls 0. 0. 17.4 13. 34.8 34.8 

8a — History — AU pupils 1.7 8.5 22. 25.4 33.9 8.5 

" boys 4.2 4.2 16.7 41.7 25. 8.3 

" girls 0. 11.4 25.7 14.3 40. 8.6 

1b — Reading — AU pupUs 9.2 20.4 18.4 23.5 9.2 19.4 

" boys 7.5 17.9 23.9 23.9 9. 17.9 

" girls 13. 26. 6.5 22.5 9.7 22.6 

1a— Reading— AU pupils 12.4 28.8 30.1 18.3 4.6 5.9 

" boys 7.7 32.1 32.1 18. 3.8 6.4 

" girls 17.3 25.3 28. 18.7 5.3 5.3 

2b — Reading — AU pupils 7.7 25. 40.4 17.3 1.9 7.7 

" boys 6.9 27.6 27.6 27.6 3.5 6.9 

" girls 8.7 21.7 56.5 4.3 0. 8.7 

2a — Reading— All pupils 13.2 23.7 25.4 28.1 7.9 1.8 

" boys 9.1 18.2 25.5 36.5 9.1 1.8 

" girls 17. 28.8 25.4 20.3 6.8 1.7 

3b — Reading— AU pupils 14.2 12.1 41.4 18.2 12.1 2. 

" boys 9.8 7.8 45.1 19.6 15.7 2. 

" girls 18.7 16.7 37.5 16.7 8.4 4.2 

3a — Reading— AU pupils 14.4 18.4 37.6 20. 8. 1.6 

" boys 14.1 12.7 35.2 24. 12.8 1.4 

" girls 14.8 26. 40.8 14.8 1.9 1.9 

4b — Reading — AU pupils 13.8 18.8 32.5 27.5 7.5 0. 

" boys 8.6 17.2 31.4 34.4 8.6 0. 

" girls 17.8 20. 33.3 22.2 6.7 0. 

4a— Reading— AU pupils 4.7 15.3 42.4 22.4 14.1 1.2 

" boys 2.6 10.2 43.6 28.2 12.8 2.6 

" girls 6.5 19.6 41.3 17.4 15.2 0. 



Achievement of Pupils 



229 



TABLE CXXXII (Continued) 

96-100 91-95 

Per Per 
Cent Cent 

5b — Reading — All pupils 19. 30.8 

" boys 13.3 16.7 

" girls 9.8 37.7 

5a — Reading— All pupils 3.9 21.1 

" boys 6.5 12.9 

" girls 2.2 26.7 

6b — Reading — ■ All pupils 4.1 21.6 

" boys 0. 15.6 

" girls 7.1 26.2 

6a — Reading — • All pupils 0. 7.6 

" boys 0. 5.4 

" girls 0. 9.5 

7b — Reading — All pupils 1.9 21.2 

" boys 0. 14.3 

" girls 3.2 26. 

7a — Reading — All pupils 0. 2.7 

" boys 0. 5.4 

" girls 0. 0. 

8b — Reading — All pupils 0. 0. 

" bovs 0. 0. 

" girls 0. 0. 

8a — Reading — All pupils 1.7 8.5 

" boys 0. 8.3 

" girls 2.9 8.6 

2b — Language — All pupils 0. 0. 

" boys 0. 0. 

" girls 0. 0. 

2a — Language — All pupils 1.3 13.2 

" boys 0. 8.1 

" girls 2.6 17.9 

3b — Language — All pupils 5.2 10.4 

" boys 2.1 6.1 

" girls 8.5 14.9 

3a — Language — All pupils 3.3 20.7 

" boys 1.5 19.3 

" girls 5.6 22.2 

4b — Language — All pupils 6.2 27.2 

" " " boys 5.6 16.7 

" girls 6.7 35.6 

4a — Language — All pupils 1.2 10.6 

" boys '. . . 2.6 10.5 

" girls 0. 10.6 

5b — Language — All pupils 4.3 17.4 

" boys 3.3 10. 

" girls 4.8 21. 



86-90 

Per 
Cent 


81-85 
Per 
Cent 


7S-8o Below 
Per Pass- 
Cent ING 


30.8 
26.7 
32.8 


13.2 
20. 
9.8 


12.1 
20. 

8.2 


2.2 
3.3 
1.6 


35.5 
22.6 
44.4 


30.3 
38.7 
24.4 


9.2 
19.4 

2.2 


0. 
0. 
0. 


16.2^31.1 
12.5 37.5 
19. 26.2 


19. 

15.6 

19. 


8.1 

18.8 

2.4 


20.2 
21.6 
19.1 


26.6 

30. 

23.8 


36.7 
35.1 

38.2 


8.9 
8.1 
9.5 


38.5 
38.1 
38.7 


26.9 
33.3 
22.6 


11.5 

14.3 

9.7 


0. 
0. 
0. 


42.7 
40.5 
44.7 


26.7 
35.1 
18.4 


21.3 
18.9 
23.7 


6.7 
0. 
13.2 


25.6 
11.8 
36.4 


17.9 
17.6 
18.2 


43.6 
58.8 
31.8 


12.8 
11.8 
13.6 


20.3 

8.3 

28.6 


23.7 

25. 

22.9 


35.6 
37.5 
34.3 


10.2 

20.8 

2.9 


35.3 

30. 

42.9 


47.1 

60. 

28.6 


17.7 

10. 

28.6 


0. 
0. 
0. 



42.2 31.6 10.5 1.3 

40.5 37.8 13.5 0. 

43.6 25.6 7.7 2.6 

37.5 28.1 16.7 2.1 

42.9 32.7 14.3 2. 

31.9 23.4 19.1 2.1 



41.3 


27.3 


7.4 


0. 


37.3 


32.8 


9. 


0. 


46.3 


20.4 


5.6 


0. 


34.6 


20. 


11.1 


1.2 


36.1 


19.4 


19.4 


2.8 


33.3 


20. 


4.4 


0. 



28.2 40. 16.5 3.5 

18.4 47.4 18.4 2.6 

36.2 34. 14.9 4.3 

21.7 28.3 22.8 5.4 

20. 33.3 26.6 6.7 

22.6 25.8 21. 4.8 



230 A Survey of a Public School System 



TABLE CXXXII {Continued) 

96-100 91-9S 

Per Per 

Cent Cent 

5a — Language — All pupils L3 10.5 

" boys 0. 6.5 

" girls 2.2 13.3 

6b — Language — All pupils ... 1.3 14.5 

" boys 0. 8.8 

" girls 2.4 19. 

6.A — Language — All pupils 1.3 8.9 

" boys 0. 8.1 

" girls 2.4 9.5 

7b — Language — All pupils 5.8 9.6 

" boys 0. 0. 

" girls 9.4 15.6 

7a — Language — All pupils 1.3 9.3 

" boys 0. 13.5 

" girls 2.6 5.3 

8b — Grammar — All pupils 0. 5. 

" boys 0. 0. 

" girls 0. 8.7 

8a — Grammar — All pupils 8.5 13.6 

" boys 4.2 0. . 

" girls 11.4 22.9 

4b — Geography — All pupils 1.3 15.2 

" bovs 0. 20.6 

" girls 2.2 11.1 

4a — Geography — All pupils 3.6 13.1 

" boys 5.3 15.8 

" girls 2.2 10.7 

5b — Geography — All pupils 7.6 13. 

" boys 10. 6.7 

" girls 6.5 16.1 

5a — Geography — All pupils 1.3 11.8 

" boys 0. 19.4 

" girls 2.2 6.7 

6b — Geography — All pupils 2.7 12. 

" boys 3. 9.1 

" girls 2.4 14.3 

6a — Geography — All pupils 1.3 16.5 

" boys 2.7 18.9 

" girls 0. 14.3 

7b — Geography — All pupils 3.8 13.5 

" boys '. ... 0. 19. 

" girls 6.5 9.7 

7a — Geography — All pupils 2.7 12. 

" boys 2.7 18.9 

" " " girls 2.6 5.3 



86-90 

Per 
Cent 


81-85 
Per 

Cent 


75-80 Below 
Per Pass- 
Cent ING 


38.2 
41.9 
35.5 


30.3 
19.4 

37.8 


14.5 

22.6 

8.9 


5.3 
9.7 

2.2 


31.6 
32.4 
31. 


21. 

14.7 

26.2 


19.7 
23.5 
16.7 


12. 
20.6 
4.8 


21.5 
24.3 
19. 


29.1 
29.7 
27.6 


22.8 
18.9 
26.2 


16.5 
18.9 
14.3 


34.6 

25. 

40.6 


23.1 

25. 

21.9 


15.4 
35. 
3.1 


11.5 
15. 
9.4 


17.3 
13.5 
21.1 


29.3 
37.8 
21.1 


29.3 
21.6 
36.8 


13.3 
13.5 
13.2 


2.5 

0. 

4.3 


27.5 
11.8 
39.1 


25. 

17.6 

30.4 


40. 

70.6 

17.4 


25.4 
12.5 
34.3 


15.2 
16.6 
14.3 


23.7 
37.5 
14.3 


13.6 

29.2 

2.9 


40.5 
41.2 
40. 


31.6 
29.4 


11.4 

8.8 
13.3 


0. 
0. 
0. 


36.9 
39.5 

34.8 


25. 

26.3 

23.9 


20.3 
13.2 
26.1 


1.2 
0. 

2.2 


22.8 
23.3 
22.6 


18.5 
23.3 
16.1 


29.3 

30. 

29. 


8.7 
6.7 
10. 


32.9 
41.9 
26.7 


23.7 
16.1 
28.9 


17. 
13. 
20. 


13.1 
9.7 
15. 


38.7 
48.5 
31. 


28. 

27.3 

28.6 


17.3 
12.1 
21.4 


1.3 

0. 

2.3 


34.2 
35.1 


15.1 

8.1 

21.4 


27.8 

27. 

28.6 


5.1 
8.1 
2.4 


51.9 
42.9 

58.1 


21.2 
28.6 
16.1 


7.7 
4.8 
9.7 


1.9 

4.8 
0. 


42.7 
40.5 
44.7 


21.4 
18.9 
23.7 


16. 
16.2 

15.8 


5.8 
2.7 
7.9 



Achievement of Pupils 231 

Table CXXXII shows that when all of the grades of all of the 
pupils of the whole school system are considered there is a normal 
distribution of grades. A little over 5 per cent are in the highest 
group, a little over 5 per cent are in the lowest group, the next two 
groups adjacent to the highest and the lowest contain 15.1 per cent 
and 18.5 per cent respectively, while the two central groups contain 
29.3 per cent and 26.5 per cent. The above showing would seem to 
indicate that the grading was satisfactory. A further analysis, how- 
ever, shows the markings in grades one to four inclusive running 
a little high; whereas the markings in grades five to eight inclusive 
pull towards the low end, and grades nine to twelve inclusive show 
a marked piling up at the low end of the curve. 

A further analysis on the basis of separate years shows the iB 
grade with about twice as many failures as superiors. In the lA 
grade the tendency is in the other direction. The same thing is 
true in grades 2B, 2A, 3B, 3A, 4B. In the 4A and sb this tendency 
is not so noticeable, while in the 5A grade the markings begin to 
bunch more toward the failing end of the distribution. This ten- 
dency gradually grows in grades 6b and 6a. A more nearly regular 
distribution occurs in grades 7B and 7A. In the 8b grade there is a 
marked tendency toward the low end, but in the 8a grade there is 
a running back to an approximately normal distribution. 

In the 9B grade, however, a marked drop in markings occurs. 
This condition is somewhat improved in grade qa but falls again in 
I OB, maintains about the same position in ioa, and gets even worse 
in I IB. In iiA the condition is considerably improved, only to 
drop again in the 12B grade. In the 12A grade there is a consider- 
able improvement. 

An analysis on the basis of subjects shows a very satisfactory 
distribution in reading in grades i to 8 inclusive. In arithmetic 
in grades 3B to 8a inclusive there is a noticeable leaning toward 
the lower markings. In language and grammar, the conditions in 
grades 2B to 8a inclusive are fair; in history, grades 4B to 8a inclu- 
sive, much less satisfactory. In geography, grades 4B to 7A inclusive, 
there is a return to approximately normal conditions. Spelling in 
grades 3B to 8a inclusive leans strongly toward the high end of the 
curve, which condition is wholly in accord with the results from the 
Buckingham tests. Something of the same conditions prevail in 
phonics, grades ib to 2A inclusive. In physiology, grades 4B to 7A 
inclusive, there is a high piling up in the middle of the curve. A 
similar condition is found in drawing, grades ib to 8a inclusive; 



232 A Survey of a Public School System ■ 

writing, grades iB to 8a inclusive; music, grades ib to 8a inclusive; 
industrial work, grades 7B to 8a inclusive. 

In high school English, grades 9B to 12A inclusive, the curve of 
distribution of grades leans noticeably toward the low end. In 
Latin, grades 9B to 12A inclusive, the curve straightens up fairly- 
well. In German, grades 9B to 12A inclusive, it is still more nearly 
normal. In mathematics, grades 9B to 11 a, another slump occurs 
toward the low end, followed closely in the subject of history, grades 
lOB to I2A inclusive. In physical geography, grades 9B-9A, a slight 
recovery occurs. But in botany, grades 9B-9A, there is a landslide 
towards low grades. The botany record is about equalled in physics, 
grades 12B to 12A inclusive, and is surpassed in an undesirable 
direction by the commercial department, grades 9B to 12 a inclusive. 

An analysis on the basis of years and subjects shows conditions 
more definitely. Only some of the striking results along this line 
are here mentioned. From the 3B grade through the 4B grade there 
is a leaning of the curve toward the high end in mathematics. From 
the 4A grade on there is rather a steady reversal of the form of the 
curve up to the 8a grade, where the distribution of markings is fairly 
normal. In history the worst conditions are in grades 6b, 6a, jb, 7A, 
8b. Some improvement occurs in grade 8a. 

In reading there is a rather heavy piHng up in the failure group 
in grade ib. From grade lA on, however, through grade 5 A, there 
is a leaning toward high markings. From the 6b grade on there is 
a general tendency toward the lower marking, with some reHef, how- 
ever, in grade 7B. 

Language begins to get difficult in the 4A grade, grows in difficulty 
rather steadily until the 8b grade, where there is a marked piling up 
of failing grades. In the 8a grade, however, the recovery is almost 
complete. 

The distribution of grades in geography is fairly normal. 

TABLE CXXXIII 
Distribution of Markings for the Second Semester, 1912-13 

96-100 91-95 8&-90 8i-8s 75-80 

Per Per Per Per Per Below 

Cent Cent Cent Cent Cent Passing 
Arithmetic 

Grade 3b all white pupils 7.1 17.2 31.3 16.2 19.2 9.1 

" 3a" " " 12.5 17.5 40. 17.5 12.5 0. 

«' 4b " " " 2.9 22.3 31.1 28.2 7.8 7.8 

" 4a " " " 5.5 14.5 34.5 26.4 13.6 5.5 

" 5b " " " . .• ■ •• • • •• • • •• • • •• • • 

" 5a " " " ...... '4.' 17. 20. 31. 14. 14. 



Achievement of Pupils 



233 



TABLE CXXXIII {Continued) 







96-100 


91-95 


86-Qo 


81-8S 


75-80 








Per 


Per 


Per 


Per 


Per 


Below 






Cent 


Cent 


Cent 


Cent 


Cent 


Passing 


Arithmetic {Continued) 












4 


Grade 6b all white pupils 


. 6.8 


10.2 


20.4 


21.6 


20.4 


20.4 


" 6a " 




. 9.1 


5.7 


30.7 


28.4 


17. 


9.1 


" 7b " 




. 0. 


12.5 


4.2 


20.8 


38.9 


23.6 


" 7a " 




. 1.8 


3.5 


7. 


12.3 


47.4 


28. 


" 8b " 




. 2. 


6. 


6. 


18. 


44. 


24. 


" 8a " 




. 0. 


4.3 


15. 


21.3 


49. 


10.6 


Total Arithmetir . . 


. 5.1 


13.1 


25.2 


22.9 


21.6 


12. 




History 




Grade 4b all white pupils 


. 3. 


11.9 


34.3 


29.9 


16.4 


4.5 


" 4a " 




. 7.3 


10. 


35.5 


28.2 


18.2 


.9 


" 5b " 




. 6.3 


30.2 


16.7 


26. 


18.7 


2.1 


" 5a " 




. 9.9 


18.8 


32.7 


16.8 


11.9 


9.9 


" 6b " 




. 3.4 


18.1 


27.3 


6.8 


20.5 


23.9 


" 6a " 




. 2.3 


9.3 


27.9 


16.3 


32.5 


11.5 


" 7b " 




. 0. 


1.4 


16.7 


19.4 


41.6 


20.8 


" 7a " 




. 0. 


1.8 


15.8 


31.6 


38.6 


12.3 


" 8b " 




. 0. 


8. 


12. 


16. 


36. 


28. 


" 8a " 




. 0. 


2.2 


17.4 


32.6 


34.8 


13. 


Total Historv . 


. 4.1 


12.7 


25.1 


21.7 


25. 


11.5 




-J .- - - - 

Reading 














Grade 1b all white pupils 


. 5.4 


13.1 


33.7 


21.7 


10.9 


15.2 


" lA " 




. 14.3 


12.3 


34.4 


28.6 


4.5 


5.8 


" 2b " 




. 15.5 


21.1 


39.4 


19.7 


1.4 


2.9 


" 2a " 




. 11.2 


26.8 


33.6 


21.6 


6. 


.8 


" 3b " 




. 10.6 


18.8 


38.8 


27. 


4.7 


0. 


" 3a " 




. 9.2 


23.3 


2,2,.2, 


25. 


7.5 


1.7 


« 4b « 




. 12.6 


15.5 


33.9 


27.2 


7.8 


2.9 


« 4a " 




. 8.2 


20. 


35.5 


27.3 


9.1 


0. 


" 5b " 




. 3.8 


23.1 


38.5 


25.6 


7.7 


1.3 


" 5a " 




. 2.6 


17.1 


43.4 


23.7 


11.8 


1.3 


" 6b " 




. 7. 


12.8 


36. 


23.2 


11.6 


9.3 


" 6a " 




. 3.6 


16.8 


33.6 


19.3 


21.6 


4.8 


" 7b " 




. 0. 


22.2 


36.1 


20.8 


16.7 


4.2 


" 7a " 




. 0. 


1.7 


15.5 


32.8 


36.2 


13.8 


" 8b " 




. 1.9 


7.5 


17. 


22.6 


28.3 


22.6 


" 8a " 




. 2.1 


0. 


19.1 


31.9 


34. 


12.8 


Total Readin? 


. 7.8 


17. 


33.7 


24.8 


11.5 


5.2 


Gram 


— 

wr and Language 














Grade 4b all white pupils 


. 1. 


17.3 


38.5 


29.8 


9.6 


3.8 


" 4a " 




. 8.2 


12.7 


35.5 


23.6 


17.3 


2.7 


" 5b " 




. 8.2 


22.4 


24.5 


22.4 


16.3 


6.1 


" 5a " 




. 7.1 


25.5 


32.6 


21.4 


9.2 


4.1 


" 6b " 




. 10.2 


17. 


- 22.7 


23.8 


18.2 


8. 


" 6a " 




. 6. 


15.6 


37.3 


18.1 


13.3 


9.6 


u 7b « 




. 1.4 


15.2 


25. 


9.7 


23.6 


25. 


" 7a " 




. 1.7 


5.1 


17. 


18.6 


15.3 


42.4 


" 8b " 




. 2. 


19.6 


11.8 


15.7 


29.4 


21.6 


" 8a " 




. 2.2 


4.4 


15.6 


31.1 


17.8 


28.9 


Total Grammar and Languag 


;. 5.3 


16.5 


28.1 


21.8 


16.1 


12.3 



234 



A Survey of a Public School System 



TABLE CXXXIII {Continued) 









96-100 


91-95 


86-90 


81-8S 


7S-SO 








Per 


Per 


Per 


Per 


Per 


Below 






Cent 


Cent 


Cent 


Cent 


Cent 


Passing 




Geography 














Grade 4b all white pupils . . . 


. .. 1.6 


12.5 


40.6 


25. 


15.6 


4.7 




' 4a 




. .. 8. 


23. 


31. 


23. 


9.7 


5.3 




'. 5b 




. . . 6.2 


12.4 


42.2 


15.5 


17.5 


6.2 




' 5a 




. .. 11.7 


18.4 


33. 


15.5 


16.5 


4.9 




' 6b 




. . . 6.8 


17. 


23.9 


21.6 


21.6 


9.1 




' 6a 




. . . 4.9 


15.9 


31.7 


22. 


20.7 


4.9 




' 7b 




. .. 0. 


16.6 


27.7 


43.1 


9.7 


2.8 




' 7a 




. . . 3.4 


3.4 


32.8 


32.8 


24.1 


3.4 


Total Geoffranhv 


. . . 5.9 


15.8 


32.8 


23.6 


16.5 


5.3 




Spelling 














Grade 2b 


all white pupils . . . 


. .. 29.6 


25.4 


32.4 


9.9 


2.8 


0. 




' 2a 


" " " 


. .. 25.4 


23.1 


32.8 


11.2 


6.7 


.7 




' 3b 


« « (. 


. .. 26.5 


22.9 


21.7 


19.3 


7.2 


2.4 




' 3a 


" " '< 


.. 25.8 


28.3 


27.5 


11.7 


6.7 


0. 




' 4b 


" " <' 


.. 24.3 


27.2 


31.1 


11.6 


4.9 


.8 




' 4a 


" " " 


.. 14.7 


37.6 


33. 


9.2 


4.6 


.9 




' 5b 


" " " 


. . . 20.2 


38.4 


28.8 


3.8 


6.7 


1.9 




' 5a 


" " " 


. .. 16.7 


36.3 


19.6 


14.7 


8.8 


3.9 




' 6b 


" " " 


. .. 20.5 


25. 


29.5 


13.6 


8. 


3.4 




' 6a 


a u u 


. .. 25.3 


31.3 


24.1 


16.9 


2.4 


0. 




' 7b 


" " " 


.. 75. 


12.5 


1.4 


11.1 


0. 


0. 




' 7a 


" " " 


. .. 82.8 


10.3 


5.2 


1.7 


0. 


0. 




' 8b 


u a u 


.. 64.6 


25. 


10.4 


0. 


0. 


0. 




' 8a 


(1 <l u 


.. 70.4 


20.5 


9.1 


0. 


0. 


0. 


T 


otal Sp 


filing 


. .. 32. 


27.2 


24.2 


10.4 


5. 


1.1 



TABLE CXXXIV 

Distribution or Scholarship Marks Given in Various Subjects and Grades, 
First Semester, 1914-15 



Part I. 



By Per Cents 
Distribution by Subjects and Grades 







"^ 








Not 






Ex- 








Passing 


Subject and Grade 


Superior, 


cellent, 


Good, 


Fair, 


Passing, 


Below 




96-100 


91-95 


86-90 


81-85 


75-80 


75 


Reading 














iB 


. 10.8 


16.7 


24.3 


24.3 


11.7 


12.2 


lA 


. 2.2 


21.7 


26.1 


32.7 


9.8 


7.6 


2b 


. 5.7 


23.6 


35.7 


22.8 


7.9 


4.3 


2a 


. 11.4 


27.6 


36.2 


15.2 


6.7 


2.9 


3b 


3.9 


24.5 


31.6 


16.8 


19.4 


3.9 


3a 


. 8. 


31. 


34. 


19. 


7. 


1. 


4b 


. 10.9 


21.2 


29.9 


24.1 


10.9 


2.9 


4a 


. 4. 


18.2 


32.3 


21.2 


20.2 


4. 


5b 


2.4 


22.4 


33.6 


28.8 


12. 


.8 


5a 


. 10.3 


15.5 


42.3 


21.6 


10.3 


0. 


6b 


.9 


15.3 


29.7 


27. 


24.3 


2.7 


6a 


1.3 


11.3 


15. 


30. 


30. 


12.5 


7b 


. 3.5 


17.6 


18.8 


16.5 


34.1 


9.4 


7a 


1.4 


10.9 


19.2 


16.4 


39.7 


12.3 


8b 


0. 
0. 


12.5 
6.7 


25. 
20. 


29.2 
21. 


18.1 
43.3 


15.3 


8a 


8.3 



Achievement of Pupils 



235 



TABLE CXXXIV {Continued) 







Ex- 








Passing, 


Subject and Gr.^de 


Superior, 


cellent, 


Good, 


Fair, 


Passing, 


Below 




96-100 


91-95 


86-90 


81-85 


7S-80 


75 


Geography 














4b 


. 2.5 


13.8 


46.3 


31.3 


6.3 


0. 


4a 


. 15.2 


20.2 


34.3 


12.1 


9.1 


9.1 


5b 


3.2 


11.1 


32.5 


23.8 


23.8 


5.6 


5a 


4.2 


9.5 


41.1 


32.6 


10.5 


2.1 


6b 


0. 


9. 


24.3 


20.7 


34.2 


11.7 


6a 


0. 


8.8 


12.5 


20. 


46.2 


12.5 


7b 


0. 


5.9 


18.8 


22.4 


44.7 


8.3 


7a...' 


0. 


9.7 


23.6 


25. 


34.7 


6.9 


Arithmetic 














3b 


. 3.8 


17.9 


29.5 


19.2 


17.9 


11.5 


3a 


9.2 


22. 


29.4 


22.9 


12.8 


3.7 


4b 


0. 


12.5 


19.9 


27.2 


26.5 


14. 


4a 


. 10.1 


18.1 


31.3 


13.1 


18.1 


9.1 


5b 


2.5 


12.3 


26.2 


22.1 


32. 


4.9 


5a 


4.1 


11.3 


32. 


22.7 


19.6 


10.3 


6b 


.9 


15.3 


28.8 


26.1 


20.7 


8.1 


6a 


0. 


7.5 


22.5 


28.8 


26.2 


15. 


7b 


3.5 


14.1 


20. 


15.3 


25.9 


21.2 


7a 


1.4 


17. 


22.2 


25. 


34.7 


9.7 


8b 


0. 
0. 


10.8 
4.9 


21.5 
6.6 


26.2 
31.1 


30.8 
50.8 


10.8 


8a 


6.6 


Language and Grammar 














4b 


4. 


14.2 


37. 


21.3 


17.3 


6.3 


4a 


5.1 


21.5 


36.7 


17.3 


15.3 


4. 


5b 


3.2 


16.1 


30. 


36.3 


13.7 


.8 


5a 


3.1 


14.4 


35.1 


30.9 


12.4 


4.1 


6b 


.9 


5.4 


15.3 


30.6 


27.9 


19.8 


6a 


2.5 


6.3 


15. 


18.8 


40. 


17.5 


7b 


1.7 


5.1 


33.9 


30.5 


0. 


28.8 


7a 


5.6 


13.9 


11.1 


22.2 


18.1 


29.2 


8b 


0. 


5.6 


15.5 


12.7 


36.6 


29.7 


8a 


0. 


3,.i 


23.3 


23.3 


30. 


20. 


History 














4b 


2.5 


9. 


36. 


38.5 


13.9 


0. 


4a 


8.1 


21.6 


41.9 


10.8 


13.5 


4.1 


,5b 


3.1 


11.8 


32.3 


41.7 


10.2 


.8 


5a 


4.1 


18.6 


42.3 


20.6 


10.3 


4.1 


6b 


10. 


8.2 


22.5 


15.3 


28.8 


15.3 


6a 


5. 


8.8 


15. 


22.5 


27.5 


21.2 


7b 


0. 


0. 


7.7 


ii. 


51.6 


7.7 


. 7a 


0. 


4.2 


15.3 


15.3 


52.8 


12.5 


8b 


0. 
0. 


0. 
0. 


18.3 
15. 


26.8 
35. 


35.2 
41.7 


19.7 


8a 


8.3 


Spelling 














3b 


8.4 


33.7 


32.5 


9. 


7.2 


9. 


3a........ 


18. 


37.8 


24.3 


14.4 


2.7 


2.7 


4b 


11.7 


32.1 


26.3 


19.7 


7.3 


2.9 


4a 


11.1 


32.3 


37.4 


8.1 


8.1 


3. 


5b 


7.9 


29.8 


35.1 


21.1 


4.4 


1.8 


5a.... 


13.4 


22.7 


29.9 


21.6 


10.3 


2.1 


6b 


39. 


32.7 


15.9 


6.2 


6.2 


0. 


6a 


43.8 


23.8 


18.8 


7.5 


2.5 


3.8 


7b 


58.8 


21.2 


9.4 


2.4 


7.1 


1.2 


7a 


44.4 


27.8 


16.7 


7. 


2.8 


1.4 


8b 


49.3 
72.1 


26. 
23.1 


11. 
3.3 


6.8 
2,.3 


4.1 
0. 


2.7 


8a 


0. 



236 



A Survey of a Public School System 



TABLE CXXXIV {Conlinued) 















Not 






Ex- 






_ 


Passino, 


Subject and Grade ! 


Superior, 


cellent, 


Good, 


Fair, 


Passing, 


Below 




96-100 


91-95 


86-90 


81-8S 


7S-80 


75 


Latin {High School) 














9b 


25.8 


22.6 


16.1 


25.8 


6.4 


3.2 


9a 


0. 


15.4 


23.1 


30.8 


15.4 


15.4 


10b 


12.9 


19.4 


29. 


12.9 


6.5 


19.4 


10a 


10. 


15. 


15. 


25. 


5. 


30. 


11b 


6.3 

7.7 
10. 


12.5 
38.5 
50. 


37.5 
30.8 
30. 


18.8 
15.4 
10. 


18.8 
7.7 
0. 


6.3 


11a 


0. 


12b 


0. 


12a 


28.6 


42.9 


14.3 


14.3 


0. 


0. 


German {High School) 














9b 


0. 


32. 


14. 


18. 


22. 


14. 


9a 


0. 


6.3 


18.7 


25. 


18.7 


31.3 


10b 


0. 


9. 


24.4 


17.8 


31.1 


17.8 


10a 


3.3 


6.7 


16.7 


20. 


26.7 


26.7 


11b 


6.8 


17.2 


24.1 


38. 


10.3 


3.4 


11a 


0. 


18.2 


36.4 


18.2 


18.2 


9. 


12b 


0. 


30.8 


38.5 


7.7 


23.1 


0. 


12a 


0. 


16.7 


16.7 


16.7 


ii.i 


16.7 


English {High School) 














9b 


0. 


13.6 


25.8 


31.8 


18.2 


10.6 


9a 


2.9 


17.1 


20. 


34.3 


8.6 


17.1 


10b 


1.9 


11.3 


35.8 


13.2 


20.8 


17. 


10a 


0. 


5.1 


7.7 


25.6 


41. 


20.5 


llB 


0. 


10.9 


13. 


26.1 


45.7 


4.3 


11a 


0. 
0. 


4.5 
11.3 


0. 
30.2 


22.7 
22.7 


45.5 
30.2 


27.2 


12b 


5.7 


12a 


0. 


9. 


45.5 


27.3 


18.2 


0. 


History {High School) 














10b 


0. 


20.4 


22.4 


28.6 


16.3 


12.2 


10a 














11b 


4.1 
0. 

7. 


12.2 

13.3 

9.3 


28.5 
26.7 
53.5 


20.4 
33.3 
16.3 


24.5 

26.7 

9.3 


i'0.2 


11a 


0. 


12b 


4.7 


12a 


5.9 


23.5 


29.4 


29.4 


5.9 


5.9 


Mathematics {High 














School) 














9b 


9.4 


20.3 


29.7 


14.1 


10.9 


15.6 


9a 


8. 


28. 


28. 


12. 


4. 


20.* 


10b 


0. 


15.3 


22. 


23.7 


25.4 


13.6 


10a 


5. 


10. 


17.5 


20. 


25. 


22.5 


llB 


0. 


8.7 


21.7 


23.9 


32.6 


13. 


llA 


11.1 


7.4 


11.1 


ii.Z 


29.7 


7.4 


Commercial {High School) 




9b 


0. 


29.4 


17.6 


29.4 


11.8 


11.8 


9a 


0. 


7.7 


15.4 


23.1 


53.8 


0. 


10b 


4.3 


39.1 


13. 


21.7 


4.3 


17.4 


10a 


0. 


20. 


0. 


50. 


30. 


0. 


11b 


0. 
0. 
5.9 


16.1 

9. 

11.8 


29. 

9. 

17.7 


29. 

27.3 
29.4 


19.4 
36.4 
35.3 


6.5 


Ua 


18.2 


12b 


0. 


12a 


0. 


16.7 


66.7 


16.7 


0. 


0. 



Achievement of Pupils 



237 



TABLE CXXXIV {Continued) 

Not 
Ex- Passing, 

Subject A>fD Grade Superior, cellent. Good, Fair, Passing, Below 

96-100 91-95 86-90 81-85 7S-8o 75 

Physical Geography 
{High School) 
9a 17.7 23.5 47.1 5.9 0. 5.9 

Physics {High School) 

12b 9.1 30.9 40. 16.4 3.6 0. 

12a 0. 0. 100. 0. 0. 0. 

Botany {High School) 

9b and 9a 0. 9.5 19. 33.3 19. 19. 



Pari 2. — Distribution by Grades and by Subjects Combined 

This table gives the percentage of "Superior," " E.xcellent," "Good," etc., awarded in all subjects 
included in Part i. 

Elementary Schools by 
Grades 

iB 10.8 16.7 24.3 24.3 11.7 12.1 

lA 2.2 21.7 26.1 32.6 9.8 7.6 

2b 5.7 23.8 35.7 22.9 7.9 4.2 

2a 11.4 27.6 36.2 15.2 6.7 2.8 

3b 5.5 25.6 31.2 14.9 14.7 8.2 

3a 11.9 30.3 29.1 18.7 7.5 2.5 

4b 5.5 17.6 31.4 26.5 14.2 4.8 

4a 8.6 21.5 35.4 14.6 14.6 5.4 

5b 3.5 17.8 31.1 29.1 16.1 2.4 

5a 6.4 15.1 36.4 24.6 12. 5.4 

Department School by 
Grades 

6b 8.4 14.4 22.8 21. 23.7 9.6 

6a 8.8 11. 16.5 21.3 28.7 13.7 

7b 11.6 10.8 16.5 19.8 28.9 12.2 

7a 8.8 12.2 18.1 18.5 30.5 12. 

8b... 10.2 10. 15.8 21.2 28. 14.7 

8a 14.6 7.3 13.6 22.8 33.1 8.6 

High School bv Grades 

9b ' 5.7 22. 22.9 23.3 13.9 12.2 

9a 5.1 15.3 23.7 22.9 16.1 17. 

10b 2.3 16.7 25.8 20.2 19.4 15.6 

10a 3.5 9.2 12.8 24.8 27.7 22. 

11b 2.3 12.4 24. 25.8 27.6 7.8 

11a 3.9 11.8 15.7 25.5 32.3 10.8 

12b 5.2 20.3 37.5 18.2 16.1 2.6 

12a 5.8 19.2 40.4 21.2 9.6 3.8 

Part J. — Subject Averages, All Grades 
* Department School 

Reading 1.3 13.4 21.8 21.6 32. 9.9 

Geography 0. 8.7 17.6 22.3 41.1 10.4 

Arithmetic 1.1 10.7 20.1 25.5 30.3 12.3 

History 3.2 4.1 14.1 23.3 40.5 14.8 

Grammar 1.8 6.9 18.2 21.4 27.1 24.6 

German 0. 0. 28.6 28.6 21.4 • 21.4 

Latin 0. 8.3 33.3 25. 33.3 0. 

SpeUing 51.7 24. 13.1 5.4 4.3 1.5 

' Department School includes grades 6, 7, and 8. 











Not 


Ex- 








Passing 


cellent, 


Good, 


Fair, 


Passing, 


Below 


QI-QS 


86-90 


81-85 


7S-80 


7S 


11.1 


22.5 


25.2 


28. 


12.6 


14.7 


22.3 


20.4 


22.6 


15. 


22.2 


44.4 


5.6 


0. 


11.1 


15.4 


32.6 


24.6 


16. 


8. 


23.4 


24.1 


20. 


7.8 


11.3 


17.5 


21.5 


21. 


23. 


15.5 


20.3 


19.5 


28.1 


22.7 


7.8 


28.3 


45. 


15. 


3.3 


0. 


10.5 


21.1 


36.8 


21.1 


10.5 


11.4 


17.9 


20.7 


28.2 


11.7 


16.3 


24.6 


22.4 


20.8 


11.8 



238 A Survey of a Public School System 



TABLE CXXXIV {Continued) 



Subject Superior, 

96-100 
High School 

English 6 

Mathematics 4.9 

Physical Geography. . 16.7 

History 3.4 

Latin 13.5 

German 1.5 

Commercial 1.6 

Physics 8.3 

Botany 0. 

Department School as a 

Whole 10.1 

High School as a Whole . . 4. 



A comparison of Table CXXXIV with Table CXXXII shows the 
changes brought about in the three-year period: 

1. For the high school as a whole some progress was made. The per cent of 
superior grades was raised from 2.7 to 4 and the per cent of faihng grades was 
reduced from 12.9 to 11.8. The per cent of barely passing was reduced from 28.1 
to 20.8. 

2. In high-school English the condition in 1914—15 is not so good as in the 
earlier period. In mathematics it is better. In physical geography it is con- 
siderably better. In history there is a rather marked improvement. In Latin 
an improvement is also shown. In German there is a distinct loss. In commercial 
a remarkable gain. In physics a distinct improvement. In botany some im- 
provement is shown. 

3. In arithmetic improvement is shown in grades 4a, 5a, 6b, 7a, 8b, and a loss 
in grades 3b, 4b, 8a; while no marked gain or loss is noticeable in grades 
3a, 5b, 6a, 7b. 

4. In geography, gains in grades 4b, 4a, 5a, loss in grades 6b, 6a, 7b, 7a, and 
no marked gain or loss in grade 5b. 

5. In reading, gains in grades 1b, 2b, 5a, 8b, loss in grades 1a, 3b, 3a, 4a, 5b, 
7b, 7a, and no marked gain or loss in grades 2a, 4b, 6b, 6a, 8a. 

6. In language and grammar, gains in 4a, 5b, 5a, 6a, 8b, loss in 4b, 6b, 7b, 7a, 
8a. 

7. In history, gains in grades 4b, 4a, 5b, 5a, 6b, 6a, 7a, loss in grade 7b, no 
marked gain or loss in grades 8b, 8a. 

8. In all subjects combined there is a gain in grades 1b, 2a, 3a, 4a, 5a, 6b, 
6a, 8b, 9b, 10b, 11b, 12b, 12a, a loss in grades 1a, 3b, 4b, 7a, 10a, 11a, and no 
marked gain or loss in grades 2b, 5b, 7b, 8a, 9a. 



Achievement of Pupils 



239 



14. Retention in Rank of Eighty-six Pupils in the 
Bloomington Graded and High Schools^ 

The problem included all children who had graduated from the 
Bloomington high school from 1907-13 inclusive and had had all of 
their school work from the fourth grade through the high school in 
the Bloomington schools. The purpose of the study was threefold: 

1. To discover the percentage of pupils retaining their standing from year to 
year. 

2. To determine the percentage of pupils retaining their rank throughout the 
course, beginning with any year as a basis. 

3. To ascertain to what degree the pupils who are good in one subject are good 
in all subjects and vice versa. 

In this study the term "grade" means the actual per cent given 
on a basis of 100; rank is used to designate the different groups of 
grades. Rank "S" includes grades from 96-100, rank "E" 91-95, 
rank "G" 86-90, rank "F" 81-85, rank "P" 75-80, rank "N.P." all 
below 75. 

TABLE CXXXV 



Total Percentage of Retention in English 

STH Yr. 6th Yr. 7TH Yr. 8th Yr. qth Yr. ioth Yr. iith Yr. 

Boys 60. 50. 33.3 36.8 45.5 47.6 47.6 

Girls 64.7 50. 37.1 44.4 39.5 42.1 36.9 

Total 61.7 50. 35.7 41.8 41.7 44.1 40.7 

Boys 69.6 33.3 39.1 48. 54.2 

Girls 60.5 42.8 46.6 35.5 35.5 

Total 63.6 39.4 44.1 40. 42. 

Boys 42.9 57.5 51.7 65.5 

Girls 42. 39.2 32.1 28.3 

Total 42.3 45.5 39. 41.4 

Boys 60. 35.7 46.4 

Girls 47.9 44. 36. 

Total 53.4 41. 39.8 

Boys 44. 44. 

Girls 50. 45.8 

Total 47.9 45.2 

Boys 48.2 

Girls 45.1 

Total 46.2 

Boys 

Girls 

Total 

Boys 

Girls 

Total 

' A study made by Charley Bruner, a graduate student of Indiana University. 
89 and 219. 



48. 

33.3 

39.1 

48.3 
37.7 
41.4 

32.1 

32. 

32. 

44. 

35.4 
38.4 

48.2 
37.2 
41. 

32.2 

46. 

41. 



I2TH Yr. 

36.8 
34.1 
35.3 

45.5 
25.6 
32.8 

46.2 
42.5 
43.8 

36. 

45.4 

42. 

40.9 
33.3 
38.4 

50. 

37.8 

42. 

44. 

45.4 

46.1 

36. 

36.4 

34.8 

See pages 



240 A Survey of a Public School System 

Table CXXXV summarizes the total percentage of retention 
throughout the nine years in the subject of English, beginning with 
any one year as a basis. 

Summary of conclusions drawn from the above table and from 
other tables on English: 

1. That the least retention occurs in the 7th year in the common school and 
in the 12th year in the high school. The latter has the lowest percentage of reten- 
tion of any year. 

2. The classification of pupils as to rank in the 6th year gives the most uni- 
form retention throughout the remaining years. 

3. In the lower school years the grades made by pupils fall almost exclusively 
in ranks E, G, and F. As we approach the 12th school year the grades made 
by the pupils are distributed more evenly throughout the ranks S to N.P. 

4. More pupils are found in the G rank, for each year from the 4th to the 12th, 
than in any other. 

5. There are no perceptible sex differences in the retention of rank. 

Summary on retention and distribution of rank in mathematics: 

1. The percentage of retention for mathematics is lower than that for English. 

2. The retention in the 7th year is lower than in either the 6th or 8th year. 

3. If each year is taken as a basis for comparison, the results show that the 
transition from common school to high school causes a decrease in retention. 

4. There is a gradual shift in rank from the upper end of the scale to the lower 
end as the pupils pass from the 4th to the 12th year. 

5. Sex differences are very slight. 

Summarizing the facts on the distribution and retention of ranks 
in history, the following facts stand out most prominently: 

1. The retention is lowest in the 6th and 12th years and highest in the 8th. 

2. It made no difference what year was used as the basis, the retention in each 
case was about the same. 

3. The retention and distribution for the boys was much the same as for the 
girls in all instances. 

4. The high school gave rise to more " S " and " N.P." grades than did the com- 
mon school. 

Table CXXXVI, compiled at the beginning of the second semester 
1913-14, shows a relatively large number of eighth-grade graduates 
entering the high school. The elimination that occurs appears before 
graduation from the grades or after entrance to high school. For 
the past eight years 89.3 per cent of the eighth-grade graduates have 
entered the high school. In the transition from grades to high school 
there is a loss of approximately 10 per cent, some years more and 
some less, the extremes for the 15 consecutive semesters being 2.8 
per cent as the lowest loss and 19.6 per cent as the highest. Of all 



Achievement of Pupils 



241 






1-1 w 
o 

55 a 



M o 






00 



w 


>< 


H 


P4 


H 


-a: 







W 


<: 


fe 










Hi 


;?; 





r^ 





h' 




H 


C/D 


P4 


>^ 


S 


t2 


f/i 


W 


g 


B 


c55 



o w £ g pd < 00 1^ t^ O 00 Tf ■^ "O fo 

^^•^^ CN (N <N CS ^ •rH ^ 



" " z 

oj g g 



O S « t^ CN CN 

2H« 



:£9 



|2;^> 





2 
fH 5 


^1 




t/3 « 






rfO 










;?; 


1— 1 

> 


2 ° 


< 


X 


wri 


w 


u 


H p. 


di 




iOi^r«5'O00t^"-iOsONCgrsvO 

LO t-~ ■^ »-i •^ Tj< 0\ 00 1^ t^ 10 "TJ -^ O 






rH T-H LO 



"0 vO tN t^ 0\ O 00 



O « -j; ^ rt „ 






ir> "+ 00 <^ '^ '-^ CN 






10 (>i 1^ 10 -t" O '+ ' 



Wa<MoO\CStNrsro<^ --< >r, xr^ tr^ r^ m 'rf t~~ 
UWOo 

^Hijta oo>o.-(t^O'-^0'+''"':if^jt^i^fNOO 

SZWo COcOOvOOOnOnooOnOsOsOsCOOCOCO 



X S w o 
u 



o^i .;:::::::::;::: . 

I— ^<< H-if^ H->,«^ I— i<i I— i<i I— >f-< I— ,1^ I— > 



242 



A Survey of a Public School System 



O o 



a z < g « ^ 2 

u w S ''^ D e n 

§.«^|§||| 

2 « H «^ ow^ < 

H O 14 W fa:7 tt. f^t-i 

3 Q Si f^ ° ° ° 
•^ r^ S 



° Q » 
o S S 



f-' a fe 3 
O ^ O o 

■ W 






r^ ? d o< cS i^ ., 

W w 2 w D (>i ^ 

< p, o*^ o o 



•J w "3 

^ a fe 3 
o s o o 






(^ ^o 



.J w 



^05 
2 W 



n 





•Sop 


t>^ 


2 



U 0^ 


u 


Ib 


w 


1-1 


•0 - 


h-J 





bi o> 


< 




5 


1^ 


H 


en 


gw 




K 


=2 < 











I- ' 




w 


>S £ 







cS 3 




H 


0* 







"S 3 






^ 2 




s 


>*c 







.s « 




S 


^: 




m 


c 




;i4 







H 


I-" i5 






.si 




s 


tn <^-' 




W 


4J 




> 


d tn 




w 


^? 



•^ K"^ 



5S » 






< Ph C^ O O 



S « t=- 3 

in 



^ S iJ OS S 1^ 

"< S < w 5 « z 



:4 






CN 






On 
O 



3 ^ wpq 



rt O > 



(U u 



o > (U 



2IS 



.- „, c 

l-l 3 cd ? 5 
-^ rt rt aj bo 



Achievement of Pupils 



243 



those who entered the high school from the Bloomington graded 
school during the 15 semesters 37.5 per cent have withdrawn and 
quit school, while 62.5 per cent still remain. Of those entering high 
school from January '07 to May '09 inclusive, who should normally 
have graduated by May '14, 55.5 per cent have withdrawn. The 
high school during those years held approximately only 45 per cent 
until graduation. For those same years the average number of 
credits held by withdrawals was 8.8 or slightly more than the equiva- 
lent of two years' work. 

Table CXXXVII shows that Bloomington graduates compare 
favorably with graduates of other schools in quality of passing work 
done. The per cent of Bloomington graduates in the faihng group 
is considerably less than that for the university as a whole. 



TABLE CXXXVIII 

The Following Table Indicates the Showing made by Bloomington High 
School Graduates in the Award of Honors at Indiana University 



TOTAL GRADUATES 



GRADUATING WITH HIGH 
DISTINCTION 







Total 




Number 


Number 


Per 






Indiana 




Indiana 


Blooming- 


Cent 






Uni- 


Per 


Uni- 


ton High 


of High 






versity 


Cent 


versity 


School 


Distinc- 






Graduates 


OF Total 


Gradu- 


Gradu- 


tion 




Total 


also 


Number 


ating 


ating 


Blooming- 




Indiana 


Blooming- 


Blooming- 


with 


WITH 


ton High 


School 


Uni- 


ton High 


ton High 


High 


High 


School 


Year 


versity 


School 


School 


Dis- 


Dis- 


Graduates 


Ending 


Graduates 


Graduates 


Graduates 


tinction 


tinction 


Supply 


1909 


205 


18 


8.8 


3 








1910 


215 


11 


5.1 


5 


1 


20 


1911... 


. . 202 


17 


8.4 


5 


1 


20 


1912 


225 


12 


5.3 


6 


2 


33.3 


1913 


265 


20 


7.5 


-12 


1 


8.3 


Total 


. . 1112 


78 


7.1 


31 


5 


16.1 




GRADUATING 


WITH 










DISTINCTION 


BOTH HONORS 














Per Cent 














of Both 










Number 


Number 


Classes 




Number 


Number 


Per Cent 


Indiana 


Blooming- 


OF Dis- 




Indiana 


Blooming- 


of Dis- 


Uni- 


ion High 


tinction 




Uni- 


ton High 


tinction 


versity 


School 


Supplied 




versity 


School 


Blooming- 


Graduates 


Graduates 


BY 




Graduat- 


Graduat- 


ton High 


IN Both 


IN Both 


Blooming- 


School 


ing WITH 


ing with 


School 


Classes 


Classes 


ton High 


' Year 


Distinc- 


Distinc- 


Graduates 


of Dis- 


OF Dis- 


School 


Ending 


tion 


tion 


Supply 


tinction 


tinction 


Graduates 


1909 


9 


1 


11.1 


12 


1 


8.3 


1910 


8 





0. 


13 


1 


7.7 


1911 


. . 17 


4 


23.5 


22 


5 


22.7 


1912 


. . 16 


5 


31.3 


22 


7 


31.8 


1913 


. . 18 


4 


22.2 


30 


5 


16.7 


Total 


.. 68 


14 


20.6 


99 


19 


19.2 



244 



A Survey of a Public School System 



> 



u ^ 





< 


r-q 


OI-O'-i'^ 


fn 




CN 


fo 


'-I ro CN (M 


U 










O 










< 










Qi 










o 




^ 


00 


TfTjilO 


o 
Z 


M 


O 


^ 


Or^O'H 




cs 


CN 


(M »-H CN r/5 


H 










U 
H 












00 




•* to 



O 0»^ 0\ vO 



IT) t^ ro lO 



Q 


o 


lO t~-i — vo o 






1-1 


^H •r^ (VI T-< T-H 




Q 




lo t^ lo o 




2 ^ 


Tin' 


'-h' "0 00 '^^ O 




^ f-' < 
















Hu 2 








s ^ s 










00 


t^ Tt* 00"0 

"0 O -^ 00 o 


> 








X 


^ 






X 

X 


•J 
< 


t^ 


■* 


u 


z 


^ 


O O 00 "-^ ■" 


3 


£ 


1^ 


t^ \0 J^ t^ 1^ 








H 


•z. 






OJ 


o 






0) 


p 




CN li") 00 \0 lO 


trt 


< l_ 










t^ 


O lO <» O lO 


T3 


S " 


■O 


t^ \0 ^^ o o 


rt 



wi2CN C> Ov OO Os 00 til 



:Sh' 



O 



60 • 

too 

!- 'n 

:^'§ 

^ <-> 2 

« O o 

^^ " 



rt 



■Jj rt [/] ;_j 

O C nj 2 



w ■ — 1 

)-, O o O) 
-^ o _, 

- « (3 to 

>-. "^ 'S o 

JH-S o § 
o >< : 



< CO ;z; c75 < PQ 



Achievement of Pupils 



245 



Table CXXXVIII shows that while Bloomington high school 
graduates furnish only 7.1 per cent of all the graduates from Indiana 
University during the first five years after the inauguration of the 
award of honor system, they furnish 19.2 per cent of all such 
graduates graduating with distinction or with high distinction. 

In the fall of 1913 the mathematics department of Indiana Uni- 
versity gave to the freshman students taking mathematics three 
examinations, one at the beginning of the term, one about the middle 
of the term, and a final one at the end of the term. The following 
table shows a comparison of the results by various groups of students. 

Table CXXXIX shows that the Bloomington graduates are about 
average in achievement in freshman mathematics in the university. 
They start in a little above the average but take a " slump " before 
the term closes. 



TABLE CXL 

Size of High School Classes 



High school first month of fall term school year 1913-1914. 
pupils in each class. 



Number of classes and number of 







Total Pupils in 






Total Pupils in 


T in Class 


Frequency 


Each Class Size 


Number in Class 


Frequency 


Each Class Size 


4 


1 


4 


20 


2 


40 


9 


2 


18 


21 


10 


210 


10 


2 


20 


22 


4 


88 


11 


1 


11 


23 


1 


23 


12 


5 


60 


24 


6 


144 


13 


1 


13 


25 


2 


50 


14 


5 


70 


26 


2 


52 


15 


6 


90 


27 


3 


81 


16 


3 


48 


28 


2 


56 


17 


6 


102 


29 


1 


29 


18 


2 


36 


30 


3 


90 


19 


3 


57 


31 


1 


31 



529 



894 



Number of classes, 74 
Average number to a class, 19.2 
Median size of class, 19 
Extremes in sizes, 4 to 31 
Middle 50%, 19 to 24 



246 



A Survey of a Public School System 



TABLE CXLI 
Size of High School Classes 

High school first month, Second Semester, school year igi3-igi4. Number of classes and number 
of pupils in each class. Eighty-one classes. 







Total Pupils in 






Total Pupils in 


Number in Class 


Frequency 


Each Class Size 


Number in Class 


Frequency 


Each Class Size 


8 


1 


8 


20 


4 


80 


9 


1 


9 


21 


12 


252 


10 


2 


20 


22 


8 


176 


11 






23 


4 


92 


12 


1 


12 


24 


1 


24 


13 


3 


39 


25 


5 


125 


14 


3 


42 


26 


2 


52 


15 


2 


30 


27 


1 


27 


16 


4 


64 


28 


4 


112 


17 


6 


102 


29 


3 


87 


18 


8 


144 


30 


2 


60 


19 


4 


76 










35 


546 




46 


1087 



Average number to a class, 20 . 2 
Median size of class, 21 
Extremes in sizes, 8 to 30 
Middle 50 per cent, 17 to 23 



Summary of Chapter VI 

Assuming that the subject matter assigned to the various grades 
is the proper subject matter to be taught at that time, the test of 
a school system is its achievement in reducing retardation and failures 
and in increasing normal progress and acceleration and the percentage 
of pupils receiving the higher grades, without lowering the standard 
of work and without accompanying the achievement with an unwel- 
come by-product, such as an impaired nervous system or a distorted 
mental or moral habit. 

Within the past few years the Bloomington schools have succeeded 
to some degree in reducing retardation and failures and in increasing 
normal progress and the per cent of pupils receiving the higher grades. 
This result has been accomplished while the standard of work has 
not been lowered, as is shown by the comparison of achievement in 
the Bloomington system with that of other school systems from 
time to time. Judged, too, from the results of the physical exami- 
nations of school children and from the absence of any increase of 
complaints of overworked children on the part of parents, the 
achievement reached in the mastery of subject matter has not been 
gained at any physical or moral sacrifice. 



CHAPTER VII 
TEACHERS 

The teachers in the Bloomington schools are nominated by the 
superintendent and elected by the board of trustees. Qualifications 
for appointment in the high school are the equivalent of an A.B. 
degree from a college or university and successful experience in 
teaching. For the grades the requirements are two years' academic 
training in addition to high school and successful teaching experience. 

The following table shows the qualifications of the teaching corps 
for the school year 19 13-14. The data were collected at the 
beginning of the school year. Experience averages, therefore, do 
not take account of the experience during the year 1913-14. Aca- 
demic work is given in hours. Forty-five hours represents full time 
work for a period of one college year of nine months. 



247 



248 



A Survey of a Public School System 



XHOflVX HDIHAV NI SlOiaX 

XNaHajJia; ao HaaHfl>j 

iNasaTi J XV sv 3H0AV u^t^^u-.t^^r^ . . .^^t^ 
awvs AiaxvKixoHa<rv ni ... 

NOXONIKOOig NI SHvaA 

-|« rfiN -Hi" 

S70OHDS KOIONIHOOia tot^r-^Oir^^^ . ;.rtT^t-- 

NI aoNaiaa<ixa .s^vaA '^ "^ 



siooHsg HaHXQ ni 
aoNaiaadxa ,sHvaA. 



100H3S HOIH M 

aoNaraa<Dca ,SHVaA 



siooHDS aaavao NiQ^u-jjvirvi^o 
aoNaraaaxg ,suvaA •^ ^ ^ ^ 



I .1-1 rfi t^ CS ii-> ' 



SIOOHOS AHXNn03 NI . .^^ 

aoNaiaa<ixa ,SHvaA '^ ^ • Ov cn . cn 



ONiHDvax NI aoNa .^ tvi lo -^ ■* 



< t^ T^ ,— I t^ ID fN 






O 



NOixnxixsNi asHXO 
so 3031103 ssaNisag 



100H3S HOIH ou-)iOiOO'^ir>OvOOOrOOOOO'^ 

ao aAismoxg lov^\0'*looo^oooc^c^o^"^c^c^oo■* 
iiaaaQ sanoH ivxox -^ ^ -^ t^^^t-i^.^cs '-"-' 

sxoafans iVNOixvonaa u^iou^ioor^oOr^o cn <>i o lo O O 
Aixoiaxg suaoH aaaimN TtirOTj<Tt<io>oiof^cN<rj'-Hr<:)'oro'-iio 



xxisnaAiKfi 

ao aoanoo XNaanxg 

aivnavaoxsod 






MisaaAiNji i^ 

ao aoanoo XNaonxg >h 

axvncnraoaaaNn. ^m 



<u 

lOOHOg Tvwaoj^ -a ^ - 
xNacmxs rt " 

6 





03 • ni ^ a in 








■^>^Z Z >^'5>H 






H«rv) 


2 "!" S "1" 2 hi™ 








o o '^o^ • • • 


0. 


<u 




















(V 










• 




- 


T- 










>> 






rt 




fN 






l-tl« 






c 












csC 







lOOHDS HOIH 

ao axvnavao 



X x'i^ X X X y^ X X x^ x>'^ 



siooHOS aaovaf) 

aaoNaxxy X x '-^^ 



[ X X X X 



loOHOg AaiNno3 
aaoNaxxy 



X X X . yi 



X X X X X 



aanovax 



-HCN^O-^lOvOt^OOOv' 



■ O ■^ tN "0 -^ lO \o 



Teachers 



249 



fO'^iorOooOCNOOI^'^oOt^rot^OOOCO'-HOOoO 



. CN . . ^ IT) •^ "* t^ CS »^ ^- "-* '-I 'f fN O <N rC 10 VO 



^-1 <M • ^-H T^t 00 t>. t^ t^ CN fN C^ '-I O Tf CN O fS vO >o \0 



CN.-!^ •rO'^'^'^CNrO .--(CNlOCNTtlO 



O 



•^ O o 00 O O o O "O O Q O tH O "O O O 00 c^ "O O « 
c^ 00 -j< Os vo On OS C^ On -^ O t^ 00 "* <>J Ov O '^i ■* f^ «^ ^ 

'-I'-'t-i,-! ,_(,-lCNIrHT-|.rt.-l .rt,_|,_(T-l '^ 

>\ 

O lO O O O "5 iri 10 00 "^ O O O O lO O "0 »0 f^ "3 >0 o 
■*fO'OCNCN'-'T-iT-HrO'^CNt^Iv)'rtlCNCN'>*rNON-^'-i „ 



>, 



'O 



O' 



o 



'O 



duat 
Yrs. 
duat 
Yrs. 


. «5 


2 Nln 2 -HiNNiM 


^_, fJlc-jDlM 


rT^rT-"^ 


T-H T— I 



VH t; 



b ^ 
>^"' 



O O 'O 



3 k" 3 C 

0^0 ^ 



X >i X X -^ X X i< X X i<';i» y- X X i< X X X X X 



. X : >< X X '. X '. X X >i X 



XXX . X 



; X 


; '^ 


X 


y 


: X 


; X 


X 


X 


X 


X 


X 


'.'.'. X 





2 so 



A Survey of a Public School System 



xHonvx HoiHM Ni siorax 

-SIQ «0 SHaXSAS 700H3S ^ '^ '^ t>~CNU^rhlO TfrhfOCNrC-i^ 

XNa^aaiiQ io aaaKn^ 

XNasaaj xv sv saoM ^ ^ • ^ ^ir.u-, ^^ • • ^ ^ fs cn ' -h 
awvs AiaxvmxoHJJV hi ' ' ' 

NOXONIWOOia NI SHVaA 

SlOOHOg NOIONXWOOig ,-1 y 

m aaN3i«aaxa ,savaA 



^ Hm>D I^ ^^ 



•.-H T-i CN CN . ■^ 



SlOOHOg aaHXQ NI 

aoNaiaaaxg ,sava^ 



lOOHDS HOIH NI ^ ^ U-, 

aoNaiaaaxa ,sava^ 



siooHog aaavao ni 
aoNaiaaaxa ,savaA. 






■ »-l •rH ■ tN 



I ill 

o j:--oo 



lO rO ■* C^ "^ f^ t^ -3 



ri o c^ d 

MS). 

■g o a'^ 



■a £-• 



S100HOS AaxNno3 
NI aoNaiaajxa ,savaA 



^ . ^ rt IT) 



CN CN ■ >-l 



ONiHOvax NI aDNa pj^ 
-iaa<rxa ,s^v3\ aaajm^ ' 



VO T-( 00 t^ .rf 






NOiiniixsNi aaHiQ 
ao 3031103 ssaNisng 



700H3S HOIH ir^^yj^ r~, jiTo r^iO CslO'^f^lN'^O 

ao aAismoxg oooo bioo'^'*-^ roi^ooooof^— ' 
xiaaa3 sanoH tvxox '^t^^^^ fo<-iCNCNCN (^'-hcnthi-icnt-i 

Aixoiaxg sanoH aaaKn^vi •^ o< fo 

AxisaaAiNfi u; 
ao aoaTi03 XNacmxs >>< 

axvnavaoxsoj HinrtiNHin 



AXISaaAINQ ^ 

ao 3031103 XNaonxg -^ ■ 
axvnavaoaaoNn. ^ 
6 



P>H pH pH pH 



lOOHOS TVHaO>I 

iNaanxs 



lOOHDS HOIH y t< X 

io axvnavag ' 

loOHDS aaavao k. ^ « 
aaoNaxxy 

lOOHOg AaxNno3 . . . 

aaoNaxxy • • • 



O 



y, X X X i^ 



O 



:o 



X X X X X X X 



X X X X X X 



IJ U *" "' 

— S "• S 

MT3 . ■" 

-o-s ^^ 

■■3 S-oS 

- "• o rf 

-?„ "i " « 

M d_Q o 

^_„^ a 

I -Is 

.S2 »2 0) 53 

y =^ § X 

«== o =« 

jq o-^ ■" 
lo- "*- 



:0 



CJ 



aaHOvax^ • • jg | ^g^ 



bo- 

c 



° 5 ■« S 




a, rt 




'O D'K g - 


a 






cd - 


W (^0 


H-1 



c -2 " 

c caxi "" 
i_i d d c 
M-gja 3 

OS m O*^ 
-^ O.J3 

t. rt.H m 



u 



Teachers 



251 



f 161 'aaaoxoo 'aoy °^ 
iHonvx aAVH no^ 

H3IHA\ NI SXOiaiSICI 

«o spiaxsAg ioohds "^ 
XNaaaJiid aaawiiM 

INaSTHJ IV SV SHO^VV 
aKVg AiaXVTCTXOHddV NI 't' 

NOxoNxwooig ra s^va^ 

SlOOHOg NOXONIWOOig ^ 

NI aDNaraadxa ,savaA 



SlOOHOg HaHXQ NI 

aoNaiaadxa ,SHvax 



lOOHDS HOIH NI vo 

aoNaiaadxa ,savaA 



siooHog aaavao ni 
aoNaiaacTxa ,SHvaA 



SlOOHOg S.HINn03 NI 

aoNaiHadxa ssva^. 



0NiH0vaxNi33Naraa<ixg 10 



KoixnxixsNj ^aHXQ 
HO aoano3 ssaNisng 



> s 

1-5 Ph 



-xg xiaaa3 sanoH iviox ^ cn S 2 ^2 ^-i 



MXDiHXS sanoH aaawnisi ^ ^ "^ 



AxisaaAiNfi HO a9aii03 >;^ 
XNaonxg axvaavHoxsoj 



AXisaa,\iNfi 3 

ao aoaTio3 xNaonxg "O 

axvnavaoaaoNfl 2 

O 



o 






looHOg TvwaoN 
xNaoaxg 



lOOHOS HOIH y, ^^ i\ 
iO axvnavao 1^ 



O 



siooHog aaavHO ^ 
aaoNaxxy 



lOOHOg AaxNno3 ^ 
aaoNaxxv 



-^w 



i_i .2 •73 c '-' 



.Sao a2-«j2 a> g. o >H 

C/ipLi Ph Ph pL, P-i c/2 



252 A Survey of a Public School System 

Summary of Table CXLII 
Teachers in gi'ades, 1913-14: 

1. Total number, 37. 

2. Average number of hours' credit in advance of high-school work, 142.3 or 
3.2 years of college work. 

3. Average number of credits in strictly professional subjects, 38.5 or 2.5 
years of professional work. 

4. Average number of years of experience in teaching, 8.2. 

5. Average number of years' experience in Bloomington, 4. 

6. Average number of years' experience in Bloomington in approximately the 
same position as at present, 3.8. 

7. Average age, 29.9 years. 

8. Extremes in ages, 23 to 46 years. _^ 

9. Middle 50 per cent in ages, 26 to 33 years. 

10. Extremes in years of experience, J year to 21 years. 

11. Middle 50 per cent in years of experience, 4 to 12 years. 

Summary of Table CXLIII 
Teachers in the high school 1913-14: 

1. Total number: 15. 

2. All university graduates with the exception of one who has had three and 
one-half years of university work. 

3. Whole teaching corps averages .77 of a year of postgraduate work. 

4. Average, .84 of a year's credit in strictly educational subjects. 

5. Average, exclusive of year 1913-14, eight years of teaching experience. 

6. Average 5.7 years' high -school teaching experience. 

7. Average, 1.8 years' experience in Bloomington high school. 

8. Average age is 30.5 years. 

9. Extremes in ages: 22 to 49. 

10. Middle 50 per cent of ages range from 26 to 31 years. 

TABLE CXLV 

Per Cent op 
Salaries of Teachers increase 

FROM 

igog TO 
1909-10 1914-1S 1914 

Average salary of principals of buildings $909.50 $1015.00 11.6 

Average salary of high school teachers 885.00 918.24 3.9 

Average salary of grade teachers 576.13 622.65 8.1 

Average salary of special supervisors 758.30 844.00 11.3 

Since 1909 from 25 to 30 per cent of the teachers have been leaving 
the Bloomington schools each year. Of those that have left during 
this period 22.3 per cent left to continue their education, 16 per cent 
left to get married, 5.3 per cent left because of illness, 6.4 per cent 
left to enter another line of work, 7.4 per cent were dropped because 
of inefficiency, and 42.6 per cent left for better paying teaching 
positions. 



CHAPTER VIII 
SUPERVISION OF INSTRUCTION 

According to the present arrangement, the superintendent is free 
to devote about half his time to the supervision of instruction, the 
other part of the time being taken up with general administrative 
problems. The principal of the high school has two-thirds of his 
time off for supervision, the office work being largely taken care of 
by a clerk who gives her whole time to it. The principal of the de- 
partment sixth, seventh, and eighth grade school has half of her time 
off for supervision. She also has a clerk for full time for office work. 
Each of the other principals has from one-fourth to one-third time 
off for supervision. Two teachers give their whole time to supervising 
the instruction in special subjects, one in music and one in drawing. 

The following table will give a detailed account of the supervisory 
work of the principals of the different types of school. 



TABLE CXLVI 
Analysis of Work of Principals 



High School 
Principal 

Total hours per week devoted to school 

affairs 50 

Hours per week devoted to teaching and 

labors incidental thereto 10 

Hours per week devoted to supervisory 

labors, any kiad 35 

Number of teachers supervised 17 

Number hours per week to each teacher. . 2 
Number of pupils in classes supervised . . . 400 
Number hours per week per pupil in classes 

supervised . 088 

Salary per week $55 . 00 

Cost of service per hour 1.10 

Weekly cost of supervision per teacher 

supervised 2 . 44 

Weekly cost of supervision per pupil in 

classes supervised . 103 

Hours per week to personal class-room 

supervision 2 

Hours per teacher supervised .118 

Weekly cost of class-room supervision ... $2 . 20 
Cost per teacher supervised .13 

253 



Department 
Principal 


Principal of 

Building 
With First 
Five Grades 


46^ 


40 


15 


22 


20 
15 
1.33 
667 


8 

8 

1 

360 


.03 
$27.50 
.591 


.111 

$22.25 
.51 


.79 


.51 


.0177 


.0113 


9 
.6 
$5,319 
.355 


■ 4 
.5 
$2.04 
.255 



254 



A Survey of a Public School System 



TABLE CXLVI {Continued) 

Principal of 
Building 
High School Department With First 
Principal Principal Five Grades 

Hours per week to office work of a purely 
clerical nature that could be delegated 
to clerks None 4 2 

Cost per hour of such clerical service $ . 591 $ . 51 

Weekly cost of such clerical service 2 . 364 1 . 02 

Cost per pupil per week in cTasses super- 
vised .0035 .003 

Cost per teacher supervised . 159 . 113 

Hours of clerical service per teacher super- 
vised . 266 J 

Hours per pupil in classes supervised .006 1/180 

Hours per week to office work of a profes- 
sional sort that cannot be delegated to 
clerks, teachers' meetings, conferences 
with students, parents, school board, and 
others regarding school matters, etc.. . . 19 5.5 2 

Cost per hour 1.10 .591 .51 

Weekly cost of these services $20.90 3. 25 1 .02 

Cost per teacher supervised 1.23 .217 .255 

Cost per pupil in classes of teachers super- 
vised 052 .0048 .003 

Hours of service per teacher supervised ... 1.12 . 366 \ 

Hours per pupil in classes supervised .048 .0082 1/180 

Principals observe work at their discretion and follow their own 
wishes in regard to the method of criticising work observed. Once 
a year, however, they make a written report on each teacher to be 
filed in the superintendent's office. 

The report given below, from one of the principals, shows one 
use made of the form for reporting observation of recitations. A re- 
port was made near the beginning of the year, October 28th. A 
second report was made May 4th. The grading for both reports 
follows: P stands for poor, F for fair, G for good, and E for excellent. 



PRINCIPAL'S REPORT ON OBSERVATION OF RECITATION 

Principal Teacher Visited 

Artlhmetic Subject Observed // : 00 A.M., Time of Recitation 

October 28, iqij, Date 

I. Hygienic Conditions: October May 

1. Ventilation F G 

2. Use of available lighting p e 

3. Seating of those defective in hearing or eyesight . e e 

4. Adjustment of seats to size of pupils G G 

5. Posture of children 

a. At seats during study G 

b. While reciting g f 

6. Cleanliness of desks, floor, and room in general, 

as far as the janitor is concerned f f 



n 



Supervision of Instruction 255 

October May 

7. Cleanliness of desks, floor, and room in general, 

as far as the teacher and pupils are responsible E P 

8. Decorations — pictures, plants, exhibitions of 

work, artistic drawing on blackboard, etc., 
general attempt to make room beautiful and 
homelike F r 

9. Neatness and orderliness of teacher's desk e g 

10. Neatness and orderliness of pupils' desks G P 

11. Quality and arrangement of teacher's black- 

board writing f f 

12. Cleanliness of pupils, and attention of pupils to 

their general appearance f f 

II. Class-room Organization: 

1. Promptness and orderliness of movement and 

response of pupils f g 

2. Preparation and arrangement of tools of instruc- 

tion G G 

3. Economy of time in passing from one recitation 

to another, in having pupils leave room, pass 

materials, etc f g 

4. Relation of teacher and pupils toward extraordi- 

nary incidents e 

5. Lack of absence and tardiness G G 

6. Situation in regard to leaving room during 

school hours E F 

7. Speaking out when not called on E E 

8. Pubhc opinion of class 

9. Degree to which strong desirable habits are 

manifested by class as individuals f 

10. Degree to which strong undesirable habits are 
manifested by class as individuals 

III. Pupils' Attititde: 

1 . Evidence of genuine striving of pupils to conform 

to conventionalities of the school E G 

2. Degree to which all pupils are busy all the time . F F 

3. Consideration of feelings of others (Do pupils 

interfere consciously or unconsciously with 

recitation that pupil on the floor is making?) . G 

4. Evidence of a stress by teacher upon both right 

ideas and right actions on part of pupils G 

5. Degree to which pupils enjoy their work — spon- 

taneity instead of discouragement F F 

6. Degree to which everyone listens when the 

teacher speaks G F 

7. Degree to which pupils respond freely and in- 

telligently without having to be "pumped" 
for answers 

8. Absence of cases of pupils working at other les- 

sons or at something foreign to school work 
during recitations f 

IV. Personality of Teacher: 

1. Freshness and vigor brought to the work F f 

2. Self-control e 

3. Tact 

4. Sympathy 

5. Adaptability . . .-. 

6. Quality of spoken English G G 



256 A Survey of a Public School System 

V. Scholarship of Teacher: October May 

1. Accuracy and confidence of teacher G r 

2. Degree to which teacher strikes out from text- 

book and supplements from other sources . . . 

3. Preparation for the day and freedom from neces- 

sity of referring to text-book 

VI. Assignments: 

1. Preparation for on part of teacher f 

2. Preparation for on part of pupils E G 

3. Provide for individual differences 

4. Raise real problems for pupils to meet 

5. Degree to which pupils feel problems are their 

own 

6. Help given to pupils for next day's work G 

7. Degree to which assignment helps to teach the 

pupils the real art of study 

8. Degree to which all members of class have defi- 

nitely in mind assignment on which they are 
reciting 

9. Time given to it in relation to time given to reci- 

tation proper 

10. Degree to which work outUned in assignment is 
attainable by class in preparation time avail- 
able G 

VII. Questions: 

1 . Concise and clear 

2. Challenge attention of all members of class. . . . 

3. Did children have to think before answering. . . 

4. Sequence of questions 

5. Questioning on part of pupils 

6. Distribution of among pupils 

7. Advantage taken by teacher on every oppor- 

tunity to ask good questions 

8. Degree to which necessity of repeating ques- 

tions and answers is avoided 

9. Does teacher ask question or name pupil first . . Ask 

question 

10. Degree to which teacher avoids giving cues to 

right answers E 

11. Large questions properly supported by more 

detailed ones 

VIII. Subject Matter: 

1. Degree to which it is worth teaching e g 

2. Degree to which comprehended E G 

3. Degree to which fitted to grade G 

4. Degree to which it interests pupils 

5. Is it the proper amount for the period Not e 

enough 
IX. Recitation: 

1. Degree to which pupils are interested e g 

2. Degree to which pupils contribute e 

3. Degree to which pupUs talk to each other rather 

than to the teacher 

4. Divided logically 

5. Degree to which teacher avoids "shooting over 

pupils' heads" 

6. Degree to which teacher succeeds in keeping in 

the background G 



Supervision of Instruction 257 

October May 

7. Real progress made by class during recitation . . f f 

8. Quantity of matter covered in relation to time 

given to recitation p g 

9. Success of teacher in refreshing attention and 

interest of pupils by pauses, sitting erect, 
rising, introducing unusual illustrations, in 
some manner breaking the monotony p 

10. Enthusiasm imparted to children through 

teacher p p 

11. Summary and driving home of instruction 

12. Degree to which pupils are helped successfully 

over individual difficulties 

13. Articulation and enunciation F 

14. Degree to which teacher refuses to accept vague, 

indefinite, incoherent answers G 

15. Degree to which teacher emphasized reflection 

and not merely memory work g 

X. Study Period: 

1. Freedom from distractions r f 

2. Industry of pupils f f 

XI. Additional Points of Strength and of Weakness Observed. 

This teacher was not very promising to begin with and the results 
of the principal's efforts were not as encouraging as was hoped for 
but the supervision was undertaken in a systematic and thorough 
way and every available means was used to improve the work. The 
following is the report of the actual things that were done by the 
principal to improve the work of this teacher: 

Report on Efforts to Help One Teacher in School 

I. After several short visits at different times and in different kinds of work, 
I made this analysis of her weaknesses and of features of the work in which she 
needed help and direction. 

1. Waste of time in changing from one class to another. 

2. Failure to keep children in studying sections busy at profitable work. 
3 Failure to analyze the real difficulties the children met in class work. 

4. Lack of fire and spirit in all of the "so-caUed" drill work. 

5. Poor arrangement of board work. 

6. Permitting the children to acquire slovenly habits in written work. 

7. Careless mistakes in checking up the children's work. She frequently 
gave 100 per cent on a paper that was not worth 100 per cent. 

II. Efforts made to help general attitude. 

1. Through general teachers' meetings we sometimes made one of these 

weaknesses a subject of discussion in a particular meeting. Teachers 
had a chance to express themselves freely on such phase of the work 
and valuable contributions were made by all. Through this discussion 
this particular teacher had a chance to benefit by the experience of 
others and she got the general feeling on this particular subject. 

2. Through smaller group meetings, for instance a meeting of all arithmetic 

teachers. Here plans and devices were suggested by different teacherg 



258 A Survey of a Public School System 

which they had found to be good. Where I had observed some teacher 
using some such helpful device, I asked her to tell us all about it. 
3. Through individual conference with this particular teacher after each 
visit made. By reference to my visiting book to which each teacher 
has access, we were able to talk about specific points observed, and 
the teacher had a chance not only to get my views, but I had a chance 
to get hers. 

III. Efforts made to correct particular weaknesses: 
1. Through visits to other teachers. 

a. To Miss (Fourth Month). 

Miss excels in ability to pass quickly from class to class and to 

get the. children settled down to work with very Uttle time cost. 

I went with this teacher into Miss 's room, having told her 

before that this was the thing I wanted her to observe. 

b. To Miss (Fourth Month). 

Miss ex'cels in neatness and arrangement of board work and in 

quality of black-board writing. 

c. To Miss (Fourth Month). 

Miss excels in drawing work, in neat appearance of her room 

and in good drill work in arithmetic. 

In each visit the teacher knew beforehand the specific thing which she was to 
observe, and in a conference with me after each visit we brought out prominently 
the contrast between the work observed and her own work. 

2. Through suggestions of the principal. 

a. In my visiting book December 1st, 8th, and 16th, February 5th and 

10th, and April 2d. 

b. In individual conferences. 

c. By taking a class in arithmetic one period to show the economy of 

finding out who in the class needed help and how to give it to 
them, and at the same time keep the rest of the class profitably 
employed. 

d. By discovering a few cases wherein the children had been permitted 

to form wrong habits without the teacher's knowing whereia the 
trouble was, I tried to make her see the importance of first being 
sure that each child knew the right method of procedure before 
giving any drill work. 

e. Called attention to lack of neatness in children's work. 

/. Encouraged children who were not doing their best work to come 
to me and show me their work whenever it was very good. 

g. Asked the other teachers with whom she was most closely asso- 
ciated to offer such suggestions as in their judgment could be 
offered tactfully. (In all cases where this was done, such sugges- 
tions were received in the spirit intended.) 

h. Two or three cases of complaint from patrons about carelessness 
in grading papers came to me. In each case I advised the patron 
to see this teacher and to call her attention to such mistakes, 
not in a critical or unfriendly way, but in the desire to help her. 



Supervision of Instruction 259 

This method of calling attention to such mistakes I felt to be 
more effective than my going to her and telling her that such 
complaint had come to me. (Am satisfied that it was the better 
method.) 

i. We enlisted co-operation of the home in certain cases where children 
needed outside help and in other cases where children were trouble- 
some in school. Teacher brought this about through notes or 
personal conferences with the parents. 

j. By dropping into the room just for a minute or two, and commend- 
ing anything at all that seemed good. These short stops I did 
not consider visits. (By a visit I mean observing during one or 
more full recitation periods. I have made this teacher fifteen 
such visits this year.) 

The above report is an example of reports to superintendent that 
are highly efficient. Other reports by this same principal and others 
as well show that material improvement has been made in the teachers' 
work through such constructive criticisms. The principal, working 
according to a plan similar to the above, performs her main function 
as regards her free time during school hours; i.e., that of making 
poor teachers good ones; and good ones excellent ones. With such 
help if the poor cannot be made good there is a sound basis to work 
on in dropping them from the system. 

Another example of a problem in supervision is furnished by the 
following study made by the principal of the high school; and first 
published by Indiana University during the spring of 1914 in "The 
Proceedings of a Conference on Educational Measurements." 

Amount of Time Given to Preparation and Recitation in the 

Bloomington High School 

Mr. E. E. Ramsey 

This study was deemed advisable because of an occasional objection 
on the part of students, parents, and in some cases, teachers, regard- 
ing the amount of time that students were required to spend in 
preparation and class work. Under the poor housing conditions of 
the high school, it has for many years been the policy to allow students 
to leave at both morning and afternoon sessions at the close of their 
recitation work. Preliminary to this investigation, it was found 
by inspecting the programs that about 10 per cent of the students 
were required to put in but five forty-five minute periods per day, 
and more than 50 per cent were not required to put in more than 
six periods per day. This suggested that it was highly probable that 



26o A Survey of a Public School System 

there was an excessive amount of home work in many cases because 
of the low average amount of time in school. The problem was 
thus reduced to one of determining the total time of preparation, 
and an adjustment between school preparation and home prepara- 
tion if the results of the study warranted it. 

The method employed was that of the questionnaire, one of 
which was submitted to each student in the high school, and another 
to the teaching force. The former list was submitted to all students 
at the same time and was required to be answered at once. The list 
submitted to the teachers covered a week's work. 

The following are the essentials in the student's hst relating to 
individual subjects: 

Name Date 



Answer ALL of the following questions as accurately as you can. Answer all 
time questions in minutes or in hours. 

English. (Here fill in the grade of English you are carrying.) 

1. How long does it take you to prepare a literature lesson? 

2. How long does it take you to prepare a rhetoric lesson? 

3. How long does it take you to prepare a theme assignment? 

4. When do you make your preparation for EngUsh? 

5. Rank English as hardest, second hardest, third hardest, or easiest. 

Mathematics. (Here give grade of mathematics you are carrying.) 

1. How long does it take you to prepare your mathematics lesson? 

2. When do you make your mathematics preparation? 

3. Rank mathematics as in the English. 

Similar hsts were submitted in language, history, science, and 
commercial work. 

1. What are you doing during period 1? 

2. What do you do during period 2? 

3. What do you do during period 3? 

4. What do you do during period 4? 

5. What do you do during period 5? 

6. What do you do during period 6? 

7. What do you do during period 7? 

8. What do you do during period 8? 

9. How many periods per day are you in recitation, laboratory and type- 
writing practice? 

10. How many periods per day are you in a regular assembly? The regular 

assemblies are 1, 2, 3, 5, and 6. 
IL How far do you come to school? 

12. What subject requires most time to prepare? 

13. Why? 

14. How many subjects are you carrying? 



Supervision of Instruction 261 

The following is the list of questions and directions given to the 
teachers, except that the complete list covered a full week's work: 

Teacher's List for the week of December g-13, inclusive 

Answer the following points as carefully and as fairly as you can. I would 
much prefer that the entire list be answered before there is any communication 
among you on the points called for, or on the purpose of the questionnaire. Please 
remember that you are answering these questions from the student's standpoint 
rather than from your own. Assign your work throughout the week in a regular 
way. Answer all the time questions in minutes. 

Report of {Subject) for December gth 

Teacher 

Text for which these questions are answered. 

1. Number of pages regular text work assigned. 

2. Time it should take to prepare this assignment. 

3. Number of pages hbrary work assigned. 

4. Time it should take to prepare this assignment. 

5. Number of pages of permanent notes, maps, etc., assigned. 

6. Time allowed for these. 

7. Amount of theme work or written report work. 

8. Time allowed for this work. 

9. Time any other assigned line of work may take. 

10. Total time for this recitation. 

11. Has this been an average week for all these Unes of work? 

To the above list was appended a supplementary list of general 
questions. They are as follows: 

The English, history, and mathematics teacher should make an estimate of 
time spent by students belonging to the various organizations in their respective 
departments, as to the amount of time per semester that must be spent by students 
belonging to each organization in actual attendance on meetings and in prepara- 
tion for assigned duty. 

Number of students belonging to club . 

Enghsh and history teacher should make an estimate of the amount of time 
necessary for the preparation of outside reading per semester. 

Do you make longer or more difficult assignments than you have made in other 
high schools with which you have been connected? 

If so, estimate the increased time or difficulty in percentage. 

Do you beheve that the standard of work in the high school is beyond the reach 
of an average student or that it is too onerous? 

Do you beUeve that better work would be gotten by holding students in assembly 
for periods four and seven? 

All answers submitted by students bore evidence of a desire to 
answer fairly as was shown by the lack of wide ranges in the estimates, 
and by the fact that the few wide ranges could be readily explained 



262 



A Survey of a Public School System 



by a knowledge of the pupils who answered in this way. But one 
list from the students was rejected. 

The result of the tabulation of preparation time as given by students 
and teachers is shown in the following table: 



TABLE CXLVII 

Time Spent in R:ecitation and in Preparation on Part of Pupils in 
Bloomington High School, Teachers' Estimates and Pupils' Statements 



Subject 
English 1 — Literature . 

2 — 

3 — 

4 — 

5 — 

6 — 

7 — 



Average. . . 
Sum equals . 



English 1 — Rhetoric. 
2 — 
3— " . 

4 — 

5 — 

6 — 

7 — 



Average. . . 
Sum equals . 



English 1 — Composition . 
2 — 
" 3 — 
" 4_ 

" 5 — 
6 — 

" 7_ 

" 8 — 

Average 

Sum equals ' 

Latin 1 

2 [ 

3 

4 

5 

6 

7 

8 

Average 

Sum equals 



Average Average 
Time Re- Time Re- 
ported BY ported by 
Teacher Pupll 



40 
35 
43 
50 
60 
50 
60 
45 
42 



33 
55 
45 
60 
60 
65 
60 
45 
53 



55 
55 
58 
60 
66 
70 
60 
75 
62 



55 
67 

75 
70 
75 
75 
70 
75 
70 



54 
49 
47 
54 
69 
54 
63 
51 
55 



51 
49 
44 
44 
56 
49 
49 
67' 
51 



80 

55 

69 

86 

104 

128 

111 

89 

92 



66 

66 

100 

82 
84 
79 
88 
87 
79 



Teacher's 
Estimate 
Student's Teacher's Varies from 
Estimate Estimate Average of 

Less less Stu- Student's Esti- 
Teacher's dent's Esti- mate for 
Estimate mate Department 

14 



14 
4 
4 
9 
4 
3 
6 



18 




25 
10 
11 
26 
44 
58 
51 
14 



25 
12 
9 
4 
18 
12 



6 
1 
16 
4 
16 
11 
22 



15 



-15 
-20 
-12 

"+5 
-5 
+5 

-10 

-52 

-18 
+4 
-6 
+9 
+9 

+14 
+9 
-6 

+15 

-37 
-37 
-34 
-32 
-32 
-22 
-32 
-17 

-^243 

-24 
-12 
-4 
-9 
-4 
.-4 
-9 
-4 

-70 



Supervision of Instruction 



263 



TABLE CXLVII (Continued) 

German 1 44 52 7 .. -15 

2 49 53 4 .. -10 

3 48 53 5 .. -11 

" 4 55 54 .. 1 -4 

5 57 62 5 .. -2 

6 48 66 18 .. +11 

7 58 65 7 .. -1 

8 67 66 .. 1 +8 

Average 53 59 . . . . .... 

Sum equals . . . . . . —24 

Mathematics 1 76 49 27 +14 

2 68 79 11 .. +6 

3 47 49 2 -15 

4 56 67 11 -6 

5 93 58 . . 35 +29 

6 65 67 7 .. -2 

Average 67 62 . . . . .... 

Simi equals . . . . +26 

History 1 61 52 . . 9 -7 

2 77 81 4 .. +9 

3 62 53 . . 9 -6 

" 4 81 78 .. 3 +13 

" 5 65 66 1 -3 

" 6 87 76 .. 11 

Average 72 68 . . . . .... 

Sum equals . . . . . . +6 

Physical Geography 1 55 42 . . 13 +11 

2 47 45 . . 2 +3 

Average 51 44 . . . . .... 

Sum equals . . . . . . +14 

Botany 1 52 45 7 -2 

2 60 63 3 . . +6 

Average 56 54 . . . . .... 

Sum equals . . . . +4 

Physics 7 65 70 5 . . -6 

" 8 76 72 .. 4 +5 

Average 72 71 . . . . .... 

Sum equals . . . . . . . . —1 

Commercial 2 59 61 2 . . -12 

3 57 111 54 .. -14 

4 41 73 32 .. -30 . 

5 41 81 40 .. -30 

6 46 68 22 .. -28 

7 45 57 12 .. -26 

8 50 47 .. 3 -21 

Average 48 71 . . . . .... 

Sum equals . . . . . . —158 

Table CXLVII shows the estimates by teacher (col. i), and by 
pupils (col. 2). Column 3 shows the difference between column 2 and 
column I, thus showing that teachers have underestimated time of 
preparation. Column 4 shows the difference between column i and 



264 



A Survey of a Public School System 



column 2, showing overestimation by teachers. Column 5 shows 
the difference between the average for a given department and the 
pupils' estimate, — the minus signs ( — ) indicating that teachers 
have underestimated, and the plus sign (+) showing overestimation. 

Inspection of the summaries of each department as shown in 
column 5 reveals that (i) EngUsh composition shows the greatest 
underestimation, (2) commercial subjects, (3) Latin, (4) English 
classics, (5) German, (6) physics, (7) botany, (8) history, (9) physical 
geography, (10) rhetoric, and (11) mathematics following in the order 
named. It is a striking fact that mathematics has the heaviest 
overestimation. 

The teachers' estimates show a rather wide range of variation 
between departments. The largest figures are in (i) history and 
(i) physics. Then follow (2) Latin, (3) mathematics, (4) EngUsh 
composition, (5) botany, (6) rhetoric and German, (7) physical 
geography, (8) commercial, and (9) English classics. Taking the 
highest estimates as a basis, the lowest subject, English classics, 



TABLE CXLVIII 



Time of Preparation of Subjects as Listed by Teachers and Pupils 



Estimate of < 

Time bv u 

Teacher qb 

Student qb 

Teacher qb 

Student QB 

Teacher gA 

Student qa 

Teacher qa 

Student qa 

Teacher iob 

Student iob 

Teacher iob 

Student iob 

Teacher ioa 

Student ioa 

Teacher ioa 

Student ioa 

Teacher iib 

Student iib 

Teacher iib 

Student iib 

Teacher iia 

Student iia 

Teacher iia 

Student iia 

Teacher 12B 

Student 12B 

Teacher 12B 

Student 12B 

Teacher 12A 

Student i 2A 

Teacher 12A 

Student i2A 



W 
40 
54 
40 
54 
35 
49 
35 
49 
43 
47 
43 
47 
50 
54 
SO 
54 
60 
69 
60 
69 
50 
54 
50 
54 
60 
63 
60 
63 
45 
57 
45 



75 
100 



49 
53 

54 
55 



76 
49 
76 
49 
68 
79 
68 
79 
47 
49 
47 
49 
56 
67 
56 
67 
93 
58 
93 
58 
60 
67 
60 
67 



^ o 

K W 

55 
42 



57 
III 



46 



H5 



35 
35 
80 



6s .. 

76 .. 

6s 4S 

76 57 

70 .. 

72 . . 

70 so 



OS S w 

", < S a H 

rf m " < ^ 

a ^ w w^ 

O B ^ S W 

S.B •* « >< 



.. 451 
.. 430 
. . 406 
.. 404 
90 435 
90 468 

391 

422 

406 

428 

376 

440 

417 

437 

397 

452 

470 I 

449 J 
45 476 ] 
45 495 / 
• • 446 \ 
.. 458 I 
45 429 \ J 



17 



14 



80 


45 


480 ) 


35 


63 


458 I 


35 


63 


411 1 


35 


108 


471 I 


35 


108 


517 J 


35 


63 


475 I 


35 


63 


484 ) 


35 


108 


475 I 


35 


108 


479 J 



Supervision of Instruction 265 

shows but 58 per cent as much time needed for the latter subject as 
for physics and history. The widest variation in the students' and 
the teachers' estimates exist in composition and commercial. Prac- 
tically all other subjects are fairly uniform in these two items. Com- 
position and commercial occupy the position mentioned largely 
because of the amount of writing in both Unes and speed practice in 
the commercial work. 

Table CXLVIII shows two possible programs for each class from 
both teachers' and students' figures. The striking fact is that, when 
summed, the two sets of results are very close together, thus leading 
to the important conclusion that indixidual departments needed 
adjustment rather than the course as a whole. The percentage 
column shows the degree of uniformity in the two results. Nine of 
the sixteen percentages of variation from the lowest estimate are 
practically neghgible, while none is seriously large. Another im- 
portant point brought out by this table — but a point which no 
attempt was made to determine — is the amount of time a high school 
student should actually spend in his preparation and recitation. 

A rather peculiar relation between the number who failed in their 
" longest" subject is that there is no correlation between the length of 
subject and the failures. Hence the time of preparation reduces 
itself simply to a problem of the time element. Neither is the corre- 
lation between the most difficult subject and failures large at all. 

It was noted above that teachers had overestimated in some sub- 
jects and underestimated in others. There is no correlation what- 
ever between these estimates and the percentage of failure. Failures 
thus seem to resolve themselves into problems of the subject and 
not to the length or difficulty, or to the failure of either the teacher 
or student to estimate closely the time element. 

On the question as to what subject requires the most time for 
preparation, the totals show that 62 per cent of physics students 
rank that subject so; 44 per cent of Latin students next; 29 per cent 
of Enghsh students next; then follow mathematics, 26 per cent; 
German, 19 per cent; history, 17 per cent; botany, 15 per cent; 
physical geography, 7 per cent; and commercial, 5 per cent. The 
reasons given for the amount of time required for preparation are 
of interest: Of the 362 students who report on this question, 173 of 
them speak of the difficulty of subject selected as being the cause; 
68 beheve that the length of assignments is the main factor; while 
16 select length and difficulty combined as being the cause. No 
other reason assigned has any considerable number of votes. The 



266 A Survey of a Public School System 

number selecting length of assignments is indicative of the fact that 
was made previously, that assignments were not, on the average, 
too long. 

All answers given in both lists have been tabulated, but the space 
allotted this paper precludes further discussion of these results. On 
the basis of the results obtained, recommendations were made to the 
following departments: (i) The rhetoric assignments were somewhat 
overestimated by the teachers while the composition work was 
seriously underestimated. It was recommended that there be an 
adjustment between these two lines of work. (2) The work in physics, 
while the two estimates of time agree closely, was deemed too heavy, 
and it was suggested that the work be made somewhat lighter. (3) 
The work in history was likewise rather heavy, and the same sug- 
gestion was made as for physics. 

The following outlines indicate in a definite way the lines of work 
undertaken by supervisory and administrative officers of the schools 
and by the clerks in their offices. They also show the proportion of 
time devoted to each activity. It is immediately clear that principals 
of buildings should be more free from recitations in order to have 
more time for work of a supervisory character. 



DIARY SHOWING THE DISTRIBUTION OF THE SUPERINTENDENT'S 
TIME FOR ONE MONTH (November 6 to December 6, 1913). 

Thursday, November 6. Left on 4:10 p.m. train for Indianapolis to attend meeting 
of City and Town Superintendents' Association. 

Friday, November 7. Attended Superintendents' meeting and came home Friday 
night. 

Saturday, November 8. Met Dr. Strayer and with him went over organization 
of school system from the standpoint of the superintendent's office. At 
10:00 A.M. held Teachers' Meeting with Dr. Strayer as speaker. In after- 
noon met three principals and five teachers for conferences. 

Monday, November 10. Visited every teacher in system except two. Went in 
for from two to five minutes to get general view of all the work. In the 
afternoon answered four days' accumulation of mail. Had a conference 
with principal of high school on the plan for installing a clock system in the 
new High School Building, after which I went to the McCalla Building for a 
teachers' meeting from 3:45 to 5:15. Dr. Haggerty opened the discussion 
at the meeting. 

Tuesday, November 11. Visited at McCalla Building: 

First teacher — strong section in geography. Weak section in arithmetic. 
Second teacher — two classes — 5b in arithmetic and 5a in reading. 



Supervision of Instruction 267 

Third teacher — 6b grammar, 6a grammar, 6b spelling, 6a spelling. 

Talked with each teacher about strong and weak points observed. 

From 11:45 to 12:15 discussed with principal the work I had seen and men- 
tioned points I would like him to observe in the teaching of the three 
teachers observed. 

In the afternoon, worked in office, planning for school survey, and gathering 
data for School Board meeting at 4:00 p.m. 4:00 to 5:30, meeting with 
School Board. 5:30 to 5:45, meeting with contractor for High School 
Building. 

5:45 to 6:15, conference in connection with the problem of improving the 
teaching of composition. 

7:00-8:00, met Dr. Haggerty for conference in connection with future McCalla 
teachers' meetings. 

8:30-9:00, hstened to a report of State Fire Protection Committee on ad- 
visable changes in school buildings to make them safer from fire. 

Wednesday, November 12. 

8:00-8:20, answered correspondence in office. 

8:30 to recess, gave arithmetic test at Fairview to grades 3a- 5a inclusive. 

From recess to noon gave tests to Central at 3a-4a grades. 

1:15-2:30, gave tests in arithmetic at Central to grades 5b and 5a. 

2:30-3:00, conference with Professor Black on experiment in reading to be 

made in Central Building. 
3:00-3:15, conference with president of Pubhc Library Board over possibility 

of an arrangement whereby School Board might aid in building the 

Library Building and in return have the privilege of putting the school 

administration offices in the Library Building. 
3:15-4:15, prepared for meeting of principals. 
4:15-5:30, meeting of principals. 
Met book representative from 7-8:10 in conference on new series of primary 

readers. 
9-9:30, read literary selections in search of suitable portions to use in reading 

experiment in 7th and 8th grades. 

Thursday, November ij. 

8:00-9:00, answered correspondence. 

9:10-11:30, gave abstract arithmetic test in McCalla Building to grades 

3a-6b inclusive. 
11:35-12:00, conferred with principal on defects shown in arithmetic test. 
1:15-2:30, gave tests in abstract arithmetic at McCalla, 6b and 6a grades. 
2:15-2:30, conference with a representative of a book company. 
2:45-3:35, gave arithmetic tests in Colored School, grades 4th, 5th, and 6th. 
3:40-4:15, in office compared grades made on same test in same grades 2 and 

4 years before. 
4:15-5:10, conference with Mr. Mahurin, the architect for the High School 

Building. 
7:00-9:30, meeting with School Board, architect, and contractor to discuss 

modification of plans of High School Building to bring total cost within 

the financial possibilities of the board. 



268 A Survey of a Public School System 

Friday, November 14. 

Morning spent in office. 

From noon Friday to late Wednesday (including Tuesday night) visited 

schools in Gary, Ind., and Hammond, Ind., and attended State Charities 

Convention in Gary. 

Wednesday, November ig. 

8:00-9:15, in office. 

9:15-10:30, observed the work of two teachers. 

10:30-12:00, discussed with principal of Central Building some of the problems 
to be taken up for study this year. 

1:00-2:00, in office. 

2:15-3:45, observed the work of two teachers at Fairview. 

3:45-4:15, meeting with Fairview teachers and Dr. Haggerty introducing 
the problem for careful study by Fairview teachers during the winter, 
"What should one know about an individual in order to give him the 
proper vocational guidance and how can the desired data be collected 
and profitably kept?" 

Thursday, November 20. 

Visited schools at McCalla aU morning. 

8:30-9:00, observed teaching in mechanical drawing. 

9:00-10:10, observed one teacher, all three sections in reading. 

10:10-10:25 (recess period), discussed with teacher points that I thought 

deserved emphasis. 
10:25-11:15, observed work of a third teacher. 
11:15-11:30, discussed work with this third teacher. 
11:30-12:10, discussed with the principal of the building the work of teachers 

observed. Principal had visited one hour and a half with me. 
1:00-2:00, in office, conference with truant officer advising with him in 

regard to granting requests for books and clothing that had been applied 

for. 
2:00-3:00, at new High School Building discussing proposed changes with 

the contractor. 
3 :00-3 :45, conference with high school principal in regard to proposed changes 

in the curriculum. 
3:45-4:15, made final preparation for principals' meeting. 
4:15-5:30, meeting of the principals. 
5:30-5:40, met with committee presenting petition for use of school building 

for holding rehgious meetings. 

Friday, November 21. 

7:45-10:00, office work answering correspondence, directing some school 
visitors (teachers from Shoals, Ind.) to the various buildings where they 
could find the work they were looking for. Getting ready some estimates 
of future school expenses to be used in the School Board meeting. 

10:00-12:00, meeting of the School Board to arrange final plans whereby the 
heating plant in the new High School Building could be financed. 

1 :00-2 :00, received various callers on school business. 



Supervision of Instruction . 269 

2:00-3:00, discussed with truant officer the advisability of bringing suit to 

compel attendance at school, and devising means whereby those who 

are unlawfully absent from school might be discovered with the least 

loss of time. 
3:00-3:45, selected from a hst of possible tests for measuring efficiency of 

pupils in regular schoolroom subjects the different ones that we shall 

want to try out in the Bloomington schools this year. 
3:45-4:00, conference with Colored principal over some points of special 

application to Colored School that were not taken up in the principals' 

meeting yesterday. 
4:00-5:00, kept office hours, and between calls worked on a form for financial 

tables to be used at the close of the year in the report to the School Board. 
5:00-5:55, conference with music supervisor in regard to music in the grades. 

Saturday, November 22. 

8:00-9:00, conference with truant officer in regard to an especially difficult 
case to handle. 

9:00-10:00, conference with committee on Night School preparatory to re- 
opening the Night School. 

10:00-10:45, conference with teacher regarding an especially delicate case 
in discipline that she was voluntarily asking my advice about. 

10:45-11:00, signed letters. 

Monday, November 24. 

8:00-8:30, correspondence. 

8:30-9:15, conference with apphcant for position. 

9:15-10:00, worked on a test in spelling to be given in all grades. 

10:00-10:45, meeting with School Board. 

10:45-11:15, continued work on spelling test. 

11:15-11:35, conference with janitor of Central Building in regard to method 

of keeping track of supphes issued by him to janitors and principals of 

other buildings. 
11:35-12:00, continued work on spelling test. 
1:00-1:30, preparation for School Board meeting at 2:50. 
1:30-2:45, conference with manual training teacher concerning a proposed 

change in some of the problems designed for 7th and 8th grade boys in 

the woodworking course. 
2:50-3:50, School Board meeting. 
4:00-5:30, meeting with McCaUa teachers for discussion of the problem they 

are working on this year. 
5:30-6:00, meeting with principal of McCalla Building on points brought 

out in the teachers' meeting. 

Tuesday, November 25. 

8:00-9:30, correspondence. 

9:30-12:00, conferences with bidders and architect preparatory to meeting 
of School Board in the afternoon for the purpose of closing the contracts 
for heating and plumbing in the new High School Building. 

1:00-5:15, School Board meeting in connection with financial arrangements 
for heating and plumbing for new High School. 



270 A Survey of a Public School System 

Wednesday, November 26. 

8:00-8:20, answered correspondence. 

8:30-11:00, gave abstract arithmetic tests to 6b's and 6a's at Central, to the 
6b's at Fairview, and to the 7th and 8th grades at the Colored School. 

11:00-11:45, observed the 8th grade arithmetic and 7th grade grammar 
recitations at Colored School. 

11:45-12:10, discussed with a teacher of above grades points that needed 
emphasis. 

1:15-2:30, gave abstract arithmetic tests to 7th and 8th grades at Central. 

2 :40-3 :30, conference with Professor Haggerty concerning the teachers' meet- 
ings at McCalla and Fairview, where special problems are being studied 
under the joint direction of Professor Haggerty and the superintendent 
of schools. 

3:30-6:00, meeting with committee responsible for working out a questionnaire 
to be submitted next Monday afternoon at 4:00 o'clock to High School 
and Departmental teachers in connection with the proposed social, 
sanitary, industrial, and mercantile survey of the city. 

Thursday, Thanksgiving Vacation, November 27. 

Friday, November 28. Vacation. 

8:00-12:00, worked on an abstract arithmetic test to be given in three weeks 

to see if weaknesses discovered in last test have been overcome. 
1:30-5:15, worked on a table showing average ages of pupils in school fall 

term 1912. 

Saturday, November 2g. 

8:00-12:00, conference with janitor of Central Building in regard to the 
purchase of some paint to be used on old blackboards. Conference with 
president of Public Library Board in regard to the possibiUty of provid- 
ing school administration offices in the proposed new Library Building. 
Conference with manual training teacher in regard to new problems to 
be undertaken in the manual training classes. Conference with the 
county superintendent of schools looking toward a large representation 
of teachers from Monroe County at the State Teachers' Association at 
Indianapolis during the Christmas holidays. Worked during the re- 
mainder of the morning on age-grade tables for fall of 1912-13. 

2:00-3:00, conference with treasurer of the School Board in connection with 
word received in regard to furnishing heat plant at High School. 

3:00-4:30, inspected work on new High School Building. 

Monday, December i. 

8:00-8:30, visited Central BuUding to arrange with principal and teachers 

for visits to observe work in primary grades and in history teaching in 

6th, 7th, and 8th grades. 
8:30-11:30, visited primary grades at McDoel and at Prospect. 
11:40-12:00, outlined work for clerk in office. 

1:00 to close of school in afternoon, visited primary grades at Fairview. 
3:50-5:20, teachers' meeting at Fairview Building. 



Supervision of Instruction 271 

Tuesday, December 2. 

9:00-12:00, visited all morning at McCaUa Building: Ib's in all of their 
reading; 4b 's in geography and language upon request of teacher in 
order to advise with her and the principal inregard to the desirabiUty 
of giving three of the strong 4b's a trial in the 4a grade. Result — two 
of the three were put ahead. 

1:15-2:00, visited another room of Ib's in McCaUa. 

2:00-2:25, visited music supervisor during the period she had the 5a's and 
6b's together. 

2:30-2:45, visited Colored School to suggest a change in the program on 
Thursday to accommodate me in my effort to see all of the history work 
of the system in grades, 6, 7, and 8, in the two days, Wednesday and 
Thursday. 

2:50-5:00, in office answering correspondence and preparing for arithmetic 
meeting tomorrow afternoon. 

Wednesday, December 3. 

9:00-3:00, visited all day in Central School Building observing the history 
teaching in grades 6, 7, and 8. 

4:00-5:15, held a meeting of all arithmetic teachers from third grade up to 
discuss the results of the test in fundamentals finished last week. Half 
of the period was given over to a report from the most successful teacher 
of the fundamentals in arithmetic telling how she gets her results. 

Thursday, December 4. 

8:00-8:30, conference with head of the history department in high school 

with whom visits were made yesterday observing history teaching in 

grades 6, 7, and 8. 
8:30-9:00, observed 6b history at Fairview. 
9:10-10:10, observed 6b and 6a history at McCalla. 
10:10-11:30, further conference with head of history department in regard 

to teachers' meeting to be held at 4:00 o'clock. 
11:30-12:00, in office answering correspondence. 
1:15-2:20, observed 6b and 5a history at McCalla. 
2:30-3:35, observed 6b, 7b, 8b history at Colored School. 
4:00-5:15, teachers' meeting led by head of the history department in the 

High School; a criticism of work observed for past two days. 

Friday, December 5. 

8:00-8:25, answered correspondence in office. 

8:30-11:15, visited with primary teacher at McDoel and primary teacher at 
Fairview (both new to their positions). At the Central Building ob- 
served the work of the teacher there in the primary grades. 

11:15-11:50, conference with teachers over things observed. 

1:00-2:00, conference with High School principal over proposed survey to 
be undertaken by High School and Departmental teachers. 

2:00-3:30, observed teaching in the commercial department at the High 
School. 



272 A Survey of a Public School System 

3:30-4:00, conference with commercial teachers over work observed and 
over the subject of teaching writing to the grade teachers. 

4:00-5:00, meeting with grade teachers for the teaching of writing. Meeting 
conducted by commercial teacher. 

5:00-5:30, conference with principal of Colored School over work observed 
yesterday in his history teaching in 6th, 7th, and 8th grades. 



LIST OF DUTIES OF CLERK IN SUPERINTENDENT'S OFFICE AS 
OUTLINED BY THE CLERK AS A RESULT OF TABULATING 
HER OFFICE WORK FOR ONE MONTH 

Notify members of School Board of meetings. 
Attend Board meetings and write up minutes of meetings. 
Make out warrants and mail for all bills allowed. 

Make out warrants for pay roll each month and deliver to the different build- 
ings. 
Make out warrants for all bonds, coupons, and special estimates when presented 

for payment. 
Post from warrant book to ledger, footing up both warrant book and ledger to 

balance. 
Paste paid invoices in invoice book. 

Keep itemized account of all orders sent out from office to local dealers. 
Prepare teachers' contracts. 
Make report to School Board each month. 
Assist in making out pay roll at beginning of year, and calling into office licenses 

of teachers. 
Make typewritten copy of pay roll, list of teachers, with addresses, etc. 
Answer correspondence — mostly by dictation. 
Order all materials used in the schools. 

Fill out questionnaires and reports in regard to school system. 
Prepare copies of teachers' apphcation blanks, reports by classes, estimates on 

promotions, blanks for collecting data. 
Summarize monthly reports from each building each month, and prepare yearly 

report at close of school. 
Look after distribution of materials and supplementary readers. 
Tjqjewrite various reports sent in to the office. 
Typewrite superintendent's addresses given at various teachers' meetings and 

superintendents' meetings. 
Look after all record sheets and cards on file in superintendent's office. 
Notify principals of all meetings called. Also all general announcements to be 

made to the teachers through the principals. 
Typewrite points discussed in principals' meetings. 
File correspondence, reports, etc. 
Make typewritten copies of examination questions as made out by teachers for 

meetings. Typewrite revised lists. Typewrite all special examinations, 

tests, and directions for same. 
Make copies of examination summaries. 

Assist in working out special problems with the superintendent. 
Prepare typewritten copies of courses of study. 



Supervision of Instruction 273 

Keep inventory of materials. 

Prepare and send out claims for tuition of transfers to the various township trustees. 

Make out yearly reports for county superintendent to be sent to the state and 

to the U. S. Commissioner of Education. 
Answer telephone calls. 

Fill in data on accumulation record cards in office from principals' cards. 
Keep principals and school inspector in touch with each other in regard to school 

examinations. 
Make out orders for truant officer for supplies for poor children. 
Fill out work certificates. 
Make secretary of Board's bill for supplies furnished poor children to be presented 

to county commissioners. 
Make schedule of bonded indebtedness. 
Make schedule of insurance. 



WORK OF PRINCIPAL FOR ONE WEEK — HIGH SCHOOL 

May 4-8, igi4 

May 4: Morning 

Book sales 
Excuses 

Conferences with three teachers 
Class — one period 

Grading geography papers — one period 
Assembly — one period 
Work on problem of grades 
Office work — one period — making stencils for questionnaire 

Afternoon 
Book sales 
Excuses 

Office work — three periods 
Conference with teachers (5) 
Conference with student (2) 
Telephone calls 
Teachers' meeting 
Routine business 
Presentation of results of study of class of 1905 

May 5: Morning 

Book sales 
Excuses 

Conference with teachers (3) 
Class — one period 

Grading geography papers — one period 
Assembly — one period 
Office work — one period 
Correspondence 



2 74 A Survey of a Public School System 

Afternoon 
Book sales 
Excuses 

Conference with observation students as to plan of work 
Conference with teacher 
Ofl&ce work — two periods 

May 6: Morning 

Excuses and book sales 
Case of disciphne 
Class — one period 
Grading papers — one period 
Assembly and work on problem — one period 
Correspondence and ofl&ce work — one hour 

Afternoon 
Cases of discipline (4) 
Observation with observation students for one period, conference at close of 

period 
Superintendent's office — one hour 
Conference with candidate for a position 
Office work 
Conference with a committee of juniors 

May y: Morning 

Excuses and book sales 
Conference with students (3) 
Election of editor and manager of Optimist 
Class work — two periods 

Assembly, one period, combined with office work 
Office work on problem 

Afternoon 
Excuses and book sales 
Junior class meeting — one hour 
Conference with teachers (5) 
Change of program for p.m. 
Conference with observation students 
Conference with a candidate for a position 
Conference at University, 3:00-5:00 

May 8: Morning 

Book sales 
Excuses 

Conference with students (3) 
Conference with teachers (3) 
Class work — one period 
Grading of papers — one period 
Assembly, one period, and work on problem 
Office work — correspondence — one hour 



Supervision of Instruction 

Afternoon 
Excuses and book, sales 
Conference with students 
Conferences with teachers (4) 
Phone Dr. Foley concerning a candidate 
Observation students — two periods — conference following 
Ofl&ce work — one period 



275 



WORK OF CLERK FOR ONE WEEK — HIGH SCHOOL PRINCIPAL'S 

OFFICE 

December 7-5, 191 3 
December i: 

8:15-8:30, Library books 
8:33, Announcements 

Telephone 
9:17, Library period 
Attendance 
Tabulation of same 
Attendance record in books 
Tardy records 
Work on monthly report 
10:00, Library 

Monthly report 
Telephone 
10:45, Office 
Sales 

Stamping magazines 
Report 
11:30, Office 

Report — tabulation 
1:00-1:47, Office 

Attendance 
Tabulation 

Work on records and cards 
2:33, Library 

Records and cards 
3:17, Library 

Records and cards 
4:00, Check out library books 
Count paper for sale 
Sales 

December 2: 

Library books 

Notices to section rooms "^ 

Tardy excuses 

Telephone 



276 A Survey of a Public School System 

Library 

Attendance 

Tabulation 

Attendance in books 

Records and cards 
Office 

Records 

Sales 
Office 

Records 

Mimeograph 
Office 

Stamping books 

Records 
Office 

Attendance, tabulation 

Central office 
Library 

Tabulation 
Library 

Library books 

Sales 



December j: 



Library books 

Sales 

Excuses 
Library 

Attendance 

Tabulation 

Attendance recorded 

Copying mechanical drawing grades 
Office 

Sales 

Stamp magazines 

Records 
Office 

Records and cards 
Office 

Tabulation 

Finished German examination 
Office 

Announcements 

Attendance 

Tabulation 
Library 

Tabulation 
Library 

Tabulation 

Books and sales 



Supervision of Instruction 



277 



December 4: 



Library books 

Notices to section rooms 
Library 

Attendance 

Tabulation 

Attendance and tardies recorded 

Tabulation 
Office 

Count paper 

Inventory of books on hand 
Office 

Mimeograph work 

Tabulation 

Attendance 

Stamp books 

Recorded Mathematics grades 
Library 

Tabulation 
Library 

List of omitted grades for the six weeks 
Library 

Books 

Letter; names of graduating class to college in Ohio 



December 5: 



Books, sales 

Notices 

Library 

Attendance, tabulation of same 

Attendance and tardies 
Office 

Tabulation 
Office 

Paper and pens for sale 
Office 
Bank 

Tabulation 

Tabulation of attendance 
Office 

Attendance 

Cards 
Library 

Cards 
Library 

Cards 

Books 
Books in order 



278 A Survey of a Public School System 

WORK OF PRINCIPAL OF CENTRAL BUILDING FOR ONE WEEK 

December 1-5, 1913 
Monday, December i: 

8:00- 8:40, Entered six children new to Bloomington 
O.K.'d excuses for absences 
Three children reported for tardiness 
Short conference with Superintendent 
8:40- 9:10, Wrote business letters 

Planned building meeting 
9:10-10:10, Teaching 
10:10-10:25, Hall and playground 
10:25-11:20, Visited third grade teacher 
11:20-11:45, Visited geography teacher 

12:55- 1:15, Entered one new pupil 
O.K.'d excuses 

Two telephone calls about absent pupils 
One mother called with child who had been absent 

1:15- 2:00, Worked on monthly report 

2:00- 2:30, Teaching 

2:30- 2:45, Hall and playground 

2:45- 3:15, Teaching 

3:15- 3:45, Office work, making transfers, etc. 

4:00- 5:00, Teachers' meeting 

Tuesday, December 2: 

8:00- 8:30, O.K.'d excuses for absences 

Placed one new pupil 
8:30- 9:10, Conference with a parent 

Answered four telephone calls 
Prepared assigimients for next day's classes 
9:10-10:10, Teaching 
10:10-10:25, Playground 
10:25-10:50, Schedule for Mr. Smith and Mr. Williams for visiting history 

classes 
10 :50-l 1 :50, Visiting classes 

12:55- 1:15, O.K.'d excuses 

Answered telephone calls 
1:15- 2:00, Visiting 
2:00- 2:30, Teaching 
2:30- 2:45, Playground 
2:45- 3:15, Teaching 
3:15- 3:45, Worked on distributing 6a and 7 b into three classes with 

reference to buildings in which they got 6b training 
3:45-4:10, Miscellaneous business 
4:10- 4:40, Conference with a second and a fourth grade teacher 



Supervision of Instruction 279 

Wednesday, December j: 

Visited all day with Mr. Smith and Mr. Williams in history 
classes except when teaching 
4:00- 5:15, Attended an arithmetic round-table; Mr. Smith presiding 

Thursday, December 4: 

8:00- 8:30, O.K.'d excuses 

Sent children to Dr. Woolery 
Settled an unruly boy 

Talked with literature teacher about class of day before 
8:30- 8:45, Writing letters 
8:45- 9:10, Visiting fifth-grade teacher 
9:10-10:10, Teaching 
10:10-10:25, Playground 
10:25-11:40, Visiting second-grade teacher 
11:40-11:50, Showing ofiice girl how to average spelling grades 

1:15- 1:30, Conference with sewing teacher 

1:30- 2:00, Made a round of department, two or three minutes in a room, 

to see how measles was affecting attendance 
2:00- 3:15, Teaching 
3:15- 3:45, Office work 
4:00- 5:15, History round-table 

Friday, December 5.* 

8:00- 8:30, Office work 
8:30- 9:10, Visiting first-grade teacher 
9:10-10:10, Teaching 
10:25-11:30, Visiting second-grade teacher 

12:55- 1:15, Office work 
1:15- 2:00, Worked on comparative standing of pupils trained in 6b in 

the different buildings on the abstract arithmetic test given 

by Mr. Smith 
2:00- 3:15, Teaching 
3:15- 5:00, Worked on the returns for second six weeks in spelling 



OFFICE GIRL'S WORK FOR ONE WEEK — CENTRAL 

November 24-26, igi3 
Monday, November 24: 
Dusted 

Recorded excused absences and tardies 
Prepared writing material to be distributed to teachers 
Answered telephone 

Collected names of absent ones from each room 
Kept record of books which the history pupils borrowed 
Distributed writing material to teachers 
Went to Miss McBride's room for arithmetic papers 



28o A Survey of a Public School System 

Washed blackboard and copied her work 

Reminded two teachers to bring in list asked for 

Recorded excused absences 

Answered telephone 

Copied work for principal 

Hunted for and found some music books for Miss Peterson — told her they 

were in the ofBce 
Watched in the assembly room 
Collected names of absent ones from each room 
Watched children who had to remain after school while teachers attended a 

meeting 
Answered the telephone twice 

Tuesday, November 25: 

Went to Miss Ratclifl's room ' 

Dusted office 

Recorded absences and tardies 

Made a transfer 

Recorded absences for each room 

Stopped at superintendent's office 

Stopped at bank 

Called Miss Kiff and Miss Ratcliff to the office 

Kept record of books returned and borrowed by pupils 

Recorded absences and tardies 

Telephoned principal of McCalla Building and asked him to send sheets and 

cards of transferred pupils to Central 
Handed Miss Tudor a note 

Sent Miss Graves and Miss Chambers their monthly reports 
Watched in assembly room 
Answered the telephone 
Took a notice to all the teachers 
Made a Ust of all pupils who did not know the alphabet in each room and 

gave each teacher her list 
Recorded names of afternoon absentees 
Took messages to Miss Denny, Miss Ikerd, and Miss Hunter 
Answered the telephone twice 

Wednesday, November 26: 

Handed each teacher her list of pupils who did not know the alphabet 

Dusted 

Gave each teacher her pay check 

Made blanks for arithmetic test given by Mr. Smith — one for each section 

Handed these to teachers 

Gave Miss Denny and Miss Tudor sheets and cards for transferred pupils 

Recorded excused absences 

Kept record of books loaned to pupils 

Stopped at bank 

Recorded list of absent ones in each room 

Answered telephone 



Supervision of Instruction 2S1 

Looked up standing of Lavender children — telephoned them to superin- 
tendent's office 
Called third-floor teachers to office 
Took two messages to Miss Denny 
Took two messages to Miss Ikerd 
Took a message to Miss Gourley 
Took a message to Miss Osborne 
Recorded excused absences 
Answered the telephone 
Returned records to teachers 

Gave blank sheet and cards to Miss Ikerd for new pupil 
Answered telephone 
Took message to Miss Hunter's room 
Watched in assembly room 
Recorded names of absent pupils 
Handed each teacher a blank for speUing test 
Answered telephone 
Called McCalla Building by phone 
Took monthly enrollment 
Made a total of all the monthly reports 



WORK OF PRINCIPAL FOR ONE WEEK — McCALLA 

Report of work of principal during hours not teaching: 
Time — 8:00-9:50 a.m. 12:40-2:05 p.m. 

Tuesday: Morning 

Entered a child new to the system 

Examined child on account of sickness and sent him to Dr. Woolery 
Visited first-grade teacher for music, 25 minutes 
Visited 3b teacher for music, 25 minutes 
Visited 3a teacher for music, 20 minutes 

Afternoon 
Worked on children who were tardy, attempting to cut down tardiness 
Visited rooms and impressed same on teachers 

Wednesday: Morning 

Continued work on tardiness 
Worked with case of truancy 
Visited one room for purpose of later making a grading 

Afternoon 
Settled business with art company 
Visited one room to determine what should be done with two children 

Thursday: Morning 

Transferred child into building 
Visited room with superintendent 



282 A Survey of a Public School System 

Afternoon 
Entered new pupil 
Worked on tardiness 
Visited room 

Friday: Morning 

Worked on a report for superintendent, 15 minutes 
Case of sickness required 15 minutes 
Case of tardiness worked with 
Visited one room 

Afternoon 

Conducted music in each of four rooms for about 15 minutes 

Monday: Morning 

Conducted music in each of five rooms 

Afternoon 
Worked on music for five rooms as directed by Miss Peterson 
Gave Miss Carmichael's room first of a series of examinations to determine 

cause of slowness of four pupils 
(In the above report there is no mention of time spent with the truant officer 

or patrons, who came to discuss problems concerning children) 

WORK OF PRINCIPAL FOR ONE WEEK — FAIRVIEW 

About three-fourths of the time of the Fairview principal is taken up in regular 
teaching. 

November 17-21, IQ13 
November 17: 

(Taught Eight Recitations) 

Received two pupils who had been quarantined 

Placed three new pupils 

Telephoned to school office for janitor 

Straightened out a street quarrel 

Telephoned about transfers 

Answered phone from office 

Answered two calls from patrons 

Sent record sheet and transfers to McCalla 

Sent record sheets to office 

Prepared for "building meeting" 

Visited three rooms 

Teachers' meeting 

November 18: 

(Taught Six Recitations) 
Placed two new pupils 
Phoned secretary of Board of Health 
Telephoned to office about missing records 
Answered call of patron 



Supervision of Instruction 283 



Truant report 

Two telephone calls 

Visited four rooms 

Answered telephone 

Received patron who came to see about a child 

November ig: 

(Taught Seven Recitations) 
Settled street quarrel in which six pupils were involved 
Fire drill 

Talked in rooms that made mistakes in drill 
Interviewed two tardy pupils 
Repeated the drill 
Answered call of truant officer 
Called school doctor 
Called patron about sick child 
Looked up a fountain pen which had been lost 
Interviewed a boy who had done wrong 
Talked to girl who was failing in her work 

November 20: 

(Taught Seven Recitations) 
Fire drill 

Talked to three boys about coming too early 
Answered phone call from Central 
Called school office 
Answered call from Dr. Woolery 
Phone call for Miss Peterson 
Sent child for Miss Peterson 
Answered telephone twice 
Visited two rooms 
Attended principals' meeting 

November 21: 

(Taught Eight Recitations) 
Phone call from school office 
Phone call from patron 
Delivered message to child from mother 
Talked to six pupils about rest order 
Phone call twice 
Visited four rooms 
Phone call 
Arranged time for reading of book with different teacheri 



CHAPTER IX 
SCHOOL BUILDINGS 

Location of Buildings 

All school buildings are on well-drained sanitary lots. Two of 
them, the Central Building and the Departmental Grade Building, are 
too close to the railroad, and as a consequence the work of the school 
is noticeably interfered with. No nuisance of any kind interferes 
with the work in other buildings. 

The following tables, showing distances pupils have to go to get 
to the buildings, give an idea of the degree to which the buildings are 
properly distributed over the city. These data were taken the 
second week after the Christmas holidays 1913-14. 







TABLE CXLIX 






High School (Pupils Attending from Within City Limits) 






Distance FROM Building qb qa iob ioa iib iia i2B 


I2A 


Total 


Under 1 square ^ . . 


2 1 1 .. 2 .. 1 




7 


1 and under 2 . . . 


2 4 3 13 11 




15 


2 " 


' 3 . . . 


. 1 .. 1 .. 5 1 .. 




8 


3 " ' 


4. . . 


4 2 3 1 2 .. .. 


'2 


14 


4 " 


' 5... 


118 113 3 




18 


5 " 


' 6. .. 


3 4.. 16 12 




17 


6 " 


' 7... 


2 6 2 14.. 3 


1 


19 


7 " 


' 8... 


2 4 5 13 3 2 




20 


8 " 


' 9. ., 


8 2 4 .. 3 1 4 


'2 


24 


9 " 


' 10.. 


7 3 5 5 3 5 2 


1 


31 


10 " 


' 11. . 


2 2 7 .. 3 2 1 




17 


11 " 


' 12. . 


3 2 2 3 13 1 


'2 


17 


12 " 


' 13.. 


4 4 3.. 1 .. 1 


1 


14 


13 " 


' 14. . 


1 .. 13 4.. 3 




12 


14 " 


' 15. . 


6 2 4 1 1 1 .. 


'3 


18 


15 " 


' 16. . 


1 .. 1 '. 




2 


16 " 


' 17. . 


1 .. 1 .. 1 1 .. 




4 


17 " 


' 18. . 


. .. 1 .: 




1 


18 " 


' 19. . 


. 2 .. 1 .. .. 1 2 


1 


7 


19 " 


' 20. . 








Total. . 




. 52 38 52 18 43 23 26 


13 


265 



1 Interpreted Table CXLIX means that 2 pupils in the qb grade lived less than one square from 
the building, i pupil less than i square, etc. 



School Buildings 



285 



H O O ro O O fN C> "* Ov fO 'f O r-l O 0^ <3 "* f^ . . tN ^ CN ^O 

O c<orr)'*00\0'^rOrt<ir5tS^-iT-i _ .. 

H 



• fS '-it^ •<* • ro CM <M 



•CN'-ir-JCN0000OO0000<^'-'<~0 -CN -CNrH 
•fNICNrti'^OO'-lfNvOO'Ol^^'^fN'-i 



»-i • • CN • •••-I 



< r<^rocNi-cCN-*00rovOO\'^'*'^CN'n 



CO ,-(ro»-iiOCN'-ifOCN'-icS-H 



«: ••^'-icNt^cscNfoc<5'-i<r> 



« •cvi,-(rNiO'0»-i'<*iCN-Hro 



-w 


i-j 








S 






'•S 


hJ 




>^ 


^) 






u 


X 


2 


X! 



^ 


w 


►4 


hJ 


M 


m 


H 


<- 


;^; 


H 


r 1 



^ ■u->-.^,-i\0''-i^OCNfN'-lC-l • • • 
ff T^ U-) 10 fO Tj< vO Ov r<l -^ CN '-' • "-I CN 



CN O >0 Tt< Tj< ^ tS CO -H --^ 



'COTj<rot^Tt"^CN'-i*-i 



I ^ CO ID <n 



<; • '-I CN CN (M CO ^H . .^ -^ -^ 



nCNr<o-^t^^r^ts)r-)CN CN 



J^CNrOTtlDvOr^OOOv' 



■O'-iCNC0'*lOO<^00OvO'-iCNf0'^t^ 
H,-H^-lT-(i-(^H»H.-lCNCNCNCNCNCN 



cr'O : 



►5'-HCSC0'^ir)v0t^000NO'^<>J'^'^'Ov0t^00OvO^CNr»5O 
P ^ ^ ^ rt ^ rt rt rt rt rt (Nj (S) cv| CN CN 



286 A Survey of a Public School System 



<| . .,_,(V5T-HC-^cv),_iioCStN«-itv)T-itS 



« • • Tt \0 ITl •^ >0 O CN ■* ^ CN ^ ■ ■^ 



< --H^HCN^^OOtNVOfOtcCN 



„ . •r^ ^ ro vO •rt lO ■<* 00 ■* •* CN ■rt rt< 



^ . •>-ilOOfN-HlO'*CN'-iCNrO 



(0 •fNt^lCN^^o^oOvot^or^^ • -rs 



§ s 

^ u 

C! '^^ (0 ■fr)tNCNvOlo^'>0000•-(CN^^J»-l • ■■ 

n £ 

(£]<•* ■ CN T}< Tt< ro vo O lO '-H CN « T-* »-i -H . . 

< u 



< •CN'^rOJ^'^'OT^ •'^•-IT-I ••r-l— I 



W ■'-i\O00sOGP0'^>-<rC'*CNro 



Z ?:^ CN ro Tf lO \0 t^ 00 Ov ' 



O'-iCN'^Tj<io>Ot~00O\C5 



5 => OJ ^ 
< i« c 

Q 1- "O ^ ^ 



J5«tN<^'^'o\ot^ooo\0^cN<~r!'*io\ot^ooo\ 



School Buildings 



287 



2 TfO-^r^i^i^oOiOO — '*rO'* 
H 



i-H ^^ ro f<l <^ 



a •»-ifNi/^r<i'^rc-^>-io. 



< •■-^Tf'i— it^-^rOVOfOCStN •'-I • • cs 



•cvi''i'*"^<^i^'oeNOO'-^'-| 



-e • -rt O fO CN \0 Tt ^ r^ 10 O 



<r>'^'*>0'*io>oio\oiO'*c^ 



< '-itv)-H\OTtuO'^f^O-H^H 



s .5 

8 



B5 •^HO^"r!Of~-<^lO'D^^ 

^ 6 



l'^f^f*5'^tN<^»— lOO 






M ^ (0 . ^ ro 10 1^ r«5 ^ cNi rt rt _i . -^ . 

m > 

[il < • ro VO l^ '-H \0 ") CN -H C fN • '-H 



n ■ •CN'^CNOvO-^fO'^CN 



y.; O'—tNr^M-io 

< JJ tN f*5 ■>* •O O t^ 00 (^ -rt '^ — 1 i-H •.-I .-I 

H Clj li 
JO 3 (U 

Q ^"2 



U3 C 






A Survey of a Public School System 



Colored School (Within City Limits) 



Distance from Building ib 


2B 


3B 


4B 


SB 


6b 


7B 


8b 


Total 


Under 1 square 


















1 anH under 2 . . . 




















2 ' 




' 3. .. 




3 ' 




' 4... 


1 


3 


1 


1 






1 


1 


8 


4 ' 




' 5. .. 


1 


2 


1 


1 


2 


1 


2 




10 


5 ' 




' 6... 


2 


2 


3 


2 




1 






10 


6 ' 




' 7... 






1 












1 


7 ' 




' 8... 












1 






1 


8 ' 




' 9. .. 


. 3 
















3 


9 ' 




' 10. . 










2 


2 


2 




6 


10 ' 




' 11. . 


4 


3 


5 





2 





2 


1 


17 


11 ' 




' 12. . 


. 3 




1 










2 


6 


12 ' 




' 13.. 


4 


2 


1 




1 






1 


9 


13 ' 




' 14. . 


1 


1 


1 


3 


1 








7 


14 ' 




' 15.. 




















15 ' 




' 16. . 












1 






i 


16 ' 




' 17. . 


1 


3 


2 


1 


2 








9 


To 


tal 




. 20 


16 


16 


8 


10 


6 


7 


5 


88 



X 



McDoEL Building (Within City Limits) 



Distance from Building 



Under one square 5 



1 and under 2 . 



2 
3 
4 
5 
6 
7 
8 
9 
10 



9. . 
10. 
11. 



3B 

2 
1 



Total 
12 
2 
1 
2 
4 
4 
1 



Total 11 



27 



High School (Pupils Attending Outside City Limits) 



Distance 


FROM City 


9B 


9A 


I OB 


lOA 


IIB 


IIA I2B I2A 


Total 


Under ^ mile 




2 














2 


5 and under 1 . . . . 








1 










1 


1 " 


' H... 


. 3 




2 




1 








6 


U " ' 


' 2.... 


1 








1 






i 


3 


2 " 


' 2i... 


5 


2 


2 


1 


1 





1 


1 


13 


2i " ' 


' 3.... 




1 


3 




1 








5 


3 " 


' 3i... 


2 








3 


1 


3 


2 


11 


3i " ' 


' 4.... 


. 2 








1 




1 


1 


5 


4 " 


' 4i... 


4 




3 




1 


1 






9 


4i " ' 


' 5.... 


2 


1 














3 


5 " 


' 5i... 


4 


1 














5 


5^ " ' 


' 6. ... 




















6 " 


' 6^.. 






1 












i 


Seven . . . 
















1 




1 


Total 


. 23 


7 


11 


2 


9 


2 


6 


5 


65 



School Buildings 



289 



■ T^i 00 <>> ro "-I "-I 



. tN -^ . . '-I 



< • .^ .^ • .^ 



n . -H ro • 



u 



' ■^ •-I CN (N 



rC' 



4J 






H 



•rt'rtCNCNrO<~0'*'* 



290 



A Survey of a Public School System 






■^ a •"' 






O o T 

DO »^' 



a. 



S = S 
Cos: 











« ^ 






« 






0^ 




en 






« 




6 










g 













z 






h- 1 


Q 








t-) 


>-) 




>< 




u 


B 


5 


z 


i ^ 




pq 
(J 


m 







►J 


< 

< 

Q 


^ 


pq 
< 




K 




Q 



< 



H 





s 




VO 



'_& E 



c o 






Ho 



W 



o „'o 
o o- 






? O S f„ M> 



»J w o 9 
o n fc. 5 



H < ^ 

«92g 

o e ^ <^ 
►J b o < 



QO 



•S-o 


>>" >. 




■^■g -^ 


•^ S" 


ij ca »j 








■??= 


?:^ s « 


i> 
5 


one 
n. T 
12 ft. 
one 


^ 


g2^8 



-~ '3 ■ 



c i" 



; d l^'^ii^ 






J3 t 



o ca 



School Buildings 



291 



z z 






c«0 



C o &: 






3-0 
;2 



fc^ a 



fa a 



^ O i; 



3 ba 



H H 



fa S H 



o 9 



6 






-a 4j 
5^ -s; 



«'5 

O M 










Ht rj 











<a 






t? - • 


-:3 




_c 


1. 







<c 







t^ 


tJ3 








-Sx, 


S 



C 




to 
So 


wq- 


H(« 







-S'3 



is 



.S2 ^ 






w ^ 



o.c 
6 ■'^ 



= = -c o c 



Z iz; Z ;? ^ 



292 A Survey of a Public School System 

Considering all the buildings 41 per cent of the ib's walk more 
than six squares or approximately one-half mile or more; so also 32 
per cent of the ia's; 42 per cent of the 2b's, 35 per cent of the 2a's, 
60 per cent of the 3b's, 46 per cent of the 3a's, 42 per cent of the 
4b's, 45 per cent of the 4a's, 54 per cent of the 5b's, and 47 per cent 
the 5a's. 

As far as distance is concerned the lower grade children are accom- 
modated most poorly in the McCalla and Fairview buildings. Condi- 
tions in these buildings indicate that the buildings next constructed 
should be in the southeast and in the southwest portions of the city. 
Available lots in those sections of the city should be obtained as 
soon as finances will permit in order to insure the possibility of a site 
that will accommodate the largest number of children with the 
minimum requirement of walking. 

Children coming from outside the city are tuition children and do 
not have the same claim on the city that those within the city limits 
have. 

Table CLI gives a summary of facts about each building under 
conditions existing at the close of the school year 1912-13. 

All the buildings are substantially built and are in a good state of 
preservation. The Fairview and the McCalla Buildings are arranged 
for safe exit in case of fire through fire escapes reached from the 
second floor through Von Dupren latch doors. The old High School 
Building and the Central Building are equipped with fire escapes 
reached from each room of the building but reached through windows 
instead of doors. These buildings I should consider unsafe. 

The heating systems of all buildings are adequate as far as amount 
of heat furnished is concerned. Only in the McCalla Building is 
there a thoroughly modern system of heat regulation and ventilation. 

The playground facihties at Fairview are very inadequate. Steps 
should be taken immediately to relieve the cramped condition in the 
playground. 

Toilet arrangements are adequate in the four large buildings 
considering the fact that at the High School Building and at Central 
the children are not all receiving their rest period at the same time 
of the day. 

At the McDoel Building the toilets are necessarily outside the 
building, but the boys' and girls' toilets are separated by a good dis- 
tance and are shut off from view by lattice work. 

The toilets at the Colored Building are in very poor condition and 
the boys' and girls' closets join each other being separated by a pro- 



School Buildings 293 









o s r 





C5 




2 




t-H 




Q 


1— 1 


K^ 






J 


u 


CJ 


w 


w 


1-3 


hJ 





m 


33 


< 


m 


H 






W 








w 






• J ^ s 

►2 S C ^ ■* ■* ^ • ■* -* • • <^ 00 00 ro <^ 10 ■^ «N 00 rrj 00 ^ f^ '^ O fn 0> CN tNl 

< 
Z > 

2 o (a 

Soi>-)i-)i-5"t-li-li-Ii-li-)'i. «kJiJ|Ba_li-)>jHj ; .hJhJ-lHj-SKj-l 
O > ni n ^ yi ' « 

ft. > 
p I g o 2 ^ -h' -^ ^' fN CN r-," ^ -h' ^ ^' «' csi <N '^ —I -H ^' ^ ; ^ • '^ ^ " — ' -i ^ 

H 

m oi 

o 00. 

"i J:;o2^^oO^O-^t--^^<r(lOtN'^<^OO^O^OOOOtNlOO'+'O^C^OOLOCN 

<rZ S '-i'-''-ifN'-<'-iT-i-HCNCNCNCN'-'»-'fNCNCNCNtN»-iCNCN-H-Hfvjtvj,-,ts) 



\n tTi \J~1 XT) -r- 

Cr^ <■ V0v000■*00l000000000>'><^t^''>l01^t^o0•^l00^0^f>^0^0t^v0 " 

t/2'-'^ „ CV| CM ^ rsl ,-f « .,-, PO f*^ ^-i •rt 

. H 

y ?i OOOiOP^OO'-HirjooOOO'OOO'^vOOOOOO'^OoOOOoO'i'O 

t^S OOu-jI^OOO'Ot^OOrO'DtN'^fNCNCNrn'rsOO'^CNOO'^vOTffN'^CN «! 

•2 fO'-<r^r<2(>JCNOOr^t^lOlOOOO\OvOOO'^l'5t^^<^00'^ONOOlOOO rS 

Urj -^ .-I ■■-I -1 CN CM 3 

a 

fegu 0^^^tN^^OO•<*tNO^^^^^^<5'*•-|'^lO^^^^O^O'^O^OM<'-l'— 'O^O "" 



,-!_— <,-i,-i,-l.-l»-ltNCvJP^CNfNfNCNtNfNtNICNr^JtNCNCNTj<TftNfMpvl 

xxxxxxxxxxxxxxxxxxxxxxxxxxxx 

fcj .,-H.,_i_^,0000'-ilO'-l'-i'-il0O>Ou->CN---i»-(T-i\0-HlO>-iOO-H.rt.rt 

'^ XXXXXXXXXXXXXXXXXXXXXXXXXXXX 

»-(_(S)roCNCNCNCN'-<'-l'-iCN-*(r>CNCN'-i'-H'rt,-irr)csjcNju^ir>rO<>jrO 



tA 



O■*lOO000^'-lCN^0■*lCv000OCN^»5TJ"v0t^00C^ 

•.-iCNrO-^iOOOOs'-i'— I'-i'-i'-i'-iCNCNCSCSCNCNfSrcrOrOf'OPCPOrOPO 



294 



A Survey of a Public School System 



OOOOOOOO'-lOOOOO 

'as ' rt >-H ^ T-( 



tMC^rDCSCSlOrOO 



feSfc 0O000Ot^00t~-oOf^o0 

P; o ro O '^ O ^ O ^ O 

gOfj l-lCNC^l(^^CNC^ICNCNCN 






g<JrO<^ 1^ t^ r^ •* 



t^ vO 00 O t^ 00 

0000t^O00t~-00'O 






.hJl-lK-Il-l^-lh-lhJl-) 



^S i-T J" h-T r-T i-T l-T hT 



« Q 

S 1-1 

•I B 

a m 



u 

H 
pq 



U 



Q 55 g .00 00 00 00 00 00 00 00 • 

Hnw ;.-i.rt.-i>-i>-(,-t.-iT-< • 

p« 

2 o < r^ 

<rV'o« T-itNCslCNCNCNCNCNCNCN 

P^^^ 



ro\0v0"000'0v0>0 



<:S i-irom'^fOrofOrOf^ 



His \0-*-*TtlTt<-*Tt<Ttl'* 

"S OnoooooooOOOOOOOOO 

,^C 00^0^0^0^0^0^0^0^ 

.^5 00O0\i^O\0N0sO\0N 



-+rr5,_ir<:ir^rr5t^t^ 



00 lO "^ OO "O 



OOtMCNOtSOCN 

OOvoOOOOsOOt^oo 



+ 



[Too VOOOOOOOOOOOOOOOOO 
(^ tj tx, t-«. t^ t^ t^ t^ t->» r^ t^ t^ 



iOOvOOsOOiOOn 
OoO-hoOoo^OOO 
ooi^t^^t^t^ooo 



xxxxxxxxx 

fSJ ^^ "^ "^ ^^ Tt^ Tt^ T^ ^< 

XXXXXXXXX 



O A t--. HID /N t^ O "If' 

XvAv,vy/NAy 

rtlt^ A rtiN A A rtlNrtiN A 



5_^ L< 

■.-irO'*'OvOr^00Os'-i''i< 



»— iCNr0'^"0'O<~-00 



School Buildings 



295 



wir g 



W W \0 O "O 
Z w re \0 lO 









00 On rf J^ 00 C^ lO 

-_ OOoOiOOoooo 



oOh 



j(M(V5^Hir5u-)lO'--lu-30\ fN.-(Ti<TH 



0^§ ONt^'-Hiot^t^'^-HOv^fOOOOvO 

< 



o'2 OOoO'*t^f-t^O'*OON'-iOro 



CJ 



2 o ~ pa ._Q'~nm--« 



O O H H 

O K oi W 

3 H H O 2 

; 5 ° => « 



2o,"1 OOl^O'^'^OtNOOCNTj-ir^OOO 

<l^S 



."^S 00\000\00-^»0-*tOoO<~0'^00 
c/jO^ .rt ^ ^ re ^ „ 



Hfc:iocNLor--oooo •rO'-iOioooos 

,_,-=? ^>i^.^ -^.^^ --HVOtNro-^iovO 

■* CN LO On -^ -^ 0\ 

IT) —I lO 00 vO On t^ 



m5 CNOt^rot^I^ 

tiiH ■^NOreiOCNr-4 

►t r^^ ^•^^ »- r^^\ f^ ^"^ 



I H ^T^ **-" ^ J "J ^-N t^ 

, Z re 00 t^ 00 o o 

1 O '-I i-H ,-1 



^Sy t-^ONONOOCNfNOOt^t^OOt-^-OCSOv 

■Ss Ov0»0s000o0'*00'^t^ir;oo0 



X X.^.^X X xxxxxxxx 

OrOONrMrorecsOO-^l^oororO 
crjreCNrncsCNiorOrocNrcCNCNfe 



'-i<M'*iOOt-»00Ov' 



• O ■^ c~~J rn "* "1 



296 



A Survey of a Public School System 









gWJ lOCMOOCN^-irO'OOO'^ 



O w 



bT 4" h-T f-T hT j-T i-T i-T ^4^ 



H 


« m • 


M 




«; 


« rt : 


H 


•^ -N 


ji 


►-) 1-1 . 



u 



o !l, e o 



OOw OC^OOOOO^'-HOfN 

"o3 .-i>-l''-l'--H-HtNCNCNCN 

5 h!^ 

PS 






W 



H& OOOOOOlOtOlOOOOO 

.H OiOLoOr^'-H--Hroc;^ 

SZ CNrO^OCNCN'-H'rtfNO 

u 



X.>j2 OnOOOnOOnOsOO<^ 



rtlNro 00 HN-rt< rti rfi ■* "-I 

r; X xri X X X x«w 

U X OV •HIN XhnOv HNfO O 

c:;5tNx<^<^^xf^xx 



r^rc 


JTh 


a\0\ 


3 


10 »0 


pq 




13 




0) 











fN CN 




u 


X X 


-*'* 


T3 






X X 




NlrtNlra 


■ <u 


■* ■* 


J3 


Cvl <M 


H 



•,-iCNf^'f"0sOr^cO'-i 



e rt rt 
> tn <Lt 

o a > 



School Buildings 



297 



jecting wall. This condition would have been remedied last year 
except that plans are on foot to build a new building for the colored 
children of the city. 

(Since the above facts were gathered two new buildings have been 
erected, one for high school purposes and one for colored school pur- 
poses. These last two buildings have been constructed according 
to the modern demands for school buildings.) 

Table CLII sets forth certain facts about the physical school 
plant according to conditions at the close of the school year 19 14-15. 



TABLE CLIII 
Drinking and Toilet Facilities 

I 23456789 10 II 

Boys Girls Drink- Pupils No. No. 

IN At- in At- ing per Boys Boys' Boys' Girls' Girls 

School tend- tend- Foun- Foun- Urin- per Toilet per Toilet per 

ANCE ANCE tains TAIN ALS UrINAL SeaTS SeAT SeATS SeaT 

High School 205 255 6 77 10 20.5 7 29.3 12 21.3 

Departmental... 261 301 8 70 6 43.5 6 43.5 8 37.6 

McCalla 272 211 4 121 8 34. 7 38.9 10 21.1 

Fairview 181 189 12 31 9 20.1 7 25.9 9 21. 

Central 243 196 14 31 8 30.4 7 34.7 10 19.6 

Colored 1 48 50 Cistern .. 4 12. 3 16. 3 16.6 

Totals 1210 1202 44 ..45 .. 37 .. 52 

Enrollment was taken on entrance, Fall, 1914. 



Playgrount) Facilities 

1 2-34 

Ground 
Area Area 

School Size Lot Building 

Lot Sq. Ft. Sq. Ft. 

Fairview 134x132 17,688 6,351 

Central 277x317 87,809 6,975 

McCalla 200 X 320 64,000 4,680 

Departmental and High 

School 660 X 660 435,600 6,720 

23,200 

Colored 132x132 17,424 1,050 

Average .... .... 

" Exclusive High School and Departmental, 120 sq 
High School and Departmental were taken together. 



5 


6 


7 


Net 






Area 




Area 


Play- 


No. 


per 


ground 


Pupils 


Pupil 


Sq. Ft. 




Sq. Ft. 


11,237 


370 


30.4 


80,834 


439 


184. 


59,320 


483 


122.8 


405,680 


562 
460 


397. 


16,374 


98 


165. 
237. 


.ft. 







Summary of Tables CLII and CLIII 

1. Location of Buildings. — The Central Building and the Department Build- 
ing are located too close to the railroad. 

2. Size of lots. — Except at the Fairview Building the playground is satisfac- 
tory in size. 

' These data are for the old Colored School Building, now replaced by a modern six-room building. 



298 A Survey of a Public School System 

3. Heating and Ventilation. — Heating plants are satisfactory except at the 
Fairview Building. Ventilation is poor at Fairview, Central, Department, McDoel, 
and good in other buildings. 

4. Lighting. — The lighting is poor in the Department Building both as regards 
direction and amount. As far as direction of light is concerned the lighting is 
fair at Central and Fairview. As far as amount of light is concerned, the lighting 
is good at Central and poor to fair in Fairview. The McCalla, the New Colored, 
and the New High School Buildings are well lighted. 

5. The toilet systems are poor in Fairview and McDoel Buildings, but from 
satisfactory to good in all other buildings. 

6. Assuming, as most authorities do now assume, that 15 square feet of floor 
space per child accommodated in each room is satisfactory, approximately 15 per 
cent of the schoolrooms in Bloomington fall below the desired standard in floor 
space. A large percentage of this shortage is in the High School and the new 
Colored Building where for economical reasons the rooms were temporarily crowded 
beyond their expected capacity. 

7. Assuming, as most authorities do, that 210 cubic feet of air space per pupil 
is satisfactory, approximately 21 per cent of the schoolrooms in Bloomington are 
too smaU. The same explanation as regards the New High School and Colored 
Buildings obtains in cubic feet per pupil as in square feet floor space per pupil. 

8. Assuming that the window area should be at least 20 per cent of the floor 
area, then approximately 40 per cent of the rooms have too small a window area. 

9. Assuming that the light in recitation rooms should come only from the left, 
approximately 44 per cent of the rooms are inadequately lighted in that respect. 

10. Taking Dr. L. P. Ayres' standard of 65 square feet as a very good allowance 
for playground for each child, one building, the Fairview, is inadequately supplied 
with playground space. 

11. Taking 35 boys to each urinal as a satisfactory standard, one building 
falls below standard in urinal facilities for boys. 

12. Taking as a satisfactory standard 30 boys to each toilet seat, three buildings 
prove inadequate in toilet facilities for boys. With 18 girls to a toilet seat as 
standard, practically all buildings are inadequate. 

13. Taking Dr. L. P. Ayres' standard of 70 children to a drinking fountain as 
being fairly satisfactory, one building is noticeably inadequate in drinking facilities. 



GENERAL CONCLUSIONS AND RECOMMENDATIONS 

1. The general plan of combining the efforts of the forces on the 
ground and outside guidance by experts in making the survey proved 
satisfactory except that too heavy a burden rested on the local people 
whose time was well occupied with other duties. The survey should 
continue, a little being added each year, but the School Board should 
furnish more clerical assistance in the future. 

2. The partial success of this survey should awaken in the minds 
of university authorities and' public school authorities, especially in 
communities where universities are located, the unlimited oppor- 
tunities for mutual helpfulness in conducting surveys and in con- 
ducting experimental work in the schools. I should recommend a 
still closer co-operation on the part of the Bloomington pubhc schools 
and Indiana University than even now exists. 

3. The findings of this survey and of future additions to it should 
be made more public in the future than they have been in the past. 
A public so loyal to the schools in a financial way as Bloomington is 
has a right to expect published information from time to time. Such 
information might well be distributed through parent-teachers' 
associations if such organizations were in existence. There is a 
place for such organizations in Bloomington, and the opportunities 
along this line have been too long neglected. 

4. The analysis of the education and the occupations of the wage- 
earning men and women of Bloomington suggests that something 
might possibly be done to help them more definitely to advance in 
their trades or to prepare them to enter trades or occupations that 
are fuller of promise to them than the ones they are now in. Espe- 
cially would it seem an opportune time to open free evening schools 
and, in addition to the regular academic subjects, offer opportunities 
in commercial subjects, domestic art and domestic science, various 
lines of work in the stone industry, and especially cabinet making 
and carpentry, as a basis for advancement in the furniture factory and 
planing mills of the city. 

5. Through the medical department of the schools information 
should be disseminated in regard to the dangers connected with 

299 



300 A Survey of a Public School System 

drinking Bloomington well water. The establishing of standards 
for preserving health in the home along other lines, too, would be 
a good investment for the community. The whole community has a 
right to such information and the pubHc schools should be a strong 
supporter of the public health officers in getting such information to 
the public. 

6. Some further special effort, possibly along the line of modifying 
the course of study for certain types of children, should be made 
to bring about a further decrease in the percentage of retardation 
and to decrease the percentage of elimination from school. Com- 
pared with other cities, Bloomington does not have a bad record 
along these lines now, but there is certainly still much room for 
improvement. 

7. A study of the subjects and grades that take the greatest toll 
in retardation and elimination will reveal the strategic points in 
attacking this problem. Certainly the sixth and seventh grades and 
especially the first year of high school should be studied carefully 
with a view to carrying a larger percentage of the pupils through 
these grades. The state law assists below these grades. 

8. Tables XL VIII and XLIX show the necessity of carefully con- 
sidering the basis upon which promotions are made in making 
comparisons from time to time looking toward the reduction of 
retardation. 

9. The trouble to which the various school buildings have been 
put of raising funds for decorations, improvement of grounds, equip- 
ment of buildings, etc., should soon cease and the school board 
should assume this responsibiUty. Within two years at least the 
board should be able to take care of all such reasonable demands. 

10. There is need of further extension of the work in manual 
training and domestic arts and science. 

11. Kindergarten schools should be estabUshed. At least two un- 
graded schools should also be established to take care of pupils who 
do not fit well into the regular classes. 

12. Work in physical education should now be offered in view of 
the fact that a new gymnasium is available for use on the part of a 
large percentage of the pupils. 

13. The work in agriculture and school gardening should be ex- 
tended. The large lot on which the Department Building and the 
New High School Building are located and the large tract of land 
in connection with the McDoel Building would furnish fine sites for 
gardens. 



General Conclusions and Recommendations 301 

14. As soon as funds will permit printed courses of study and an 
occasional printed copy of annual reports should be available. The 
course of study needs revision, though, especially in upper grade 
arithmetic, in English, and in physiology before it is printed. 

15. The medical inspection force should be supplemented as 
soon as possible by a dental clinic and a school nurse. 

16. Standardized tests reveal the fact that pupils in the Blooming- 
ton schools rank well when compared with pupils in other school 
systems. Nevertheless, many points of weakness are revealed by 
the tests. Special drill in the fundamentals of arithmetic brought 
rapid improvement up to a certain point after which accuracy began 
to be sacrificed for speed. Further experiment in these drills should 
be made before the exact amount and kind to be used can be de- 
termined. There was not the improvement we should have had in 
the working of reasoning problems. More emphasis should be 
placed in the future on concrete problems. The work in writing is 
still weak. The methods thus far adopted for its improvement 
have so far failed to bring expected results. 

17. Mr. Woody 's study reveals that on the whole city-trained 
pupils did better work in the Bloomington high school than did 
country- trained pupils; nevertheless, whereas the city-trained pupils 
maintained in the first year of the high school the same quality of 
work they did in the eighth grade and the country-trained pupils 
dropped noticeably, the city-trained pupils gradually went down in 
their work in succeeding terms of high school and the country-trained 
pupils gradually came up. This slump on the part of the city-trained 
pupils should be studied and, if possible, remedied. 

18. Tables showing percentages of promotions indicate a gradual 
improvement in that a larger and larger percentage of pupils are 
promoted year after year. This fact alone is not significant, but 
coupled with the fact that accompanying this change there has been a 
gradual improvement in the achievement of pupils, as shown in the 
results of tests given and of success in higher institutions of learning, 
it becomes very significant. If these two results have been reached 
without damage, physical or moral, to teachers or pupils, a step 
toward efficiency has been reached. The medical inspection depart- 
ment of the schools has noticed an improvement rather than a loss 
as far as general health is concerned, and I think I can safely say 
from observation that the results on the part of pupils have been 
obtained without lowering the standard of conduct toward teachers 
and toward each other on the part of pupils. 



302 A Survey of a Public School System 

19. The teachers in the Bloomington schools are exceptionally 
well trained for their work. They are so well trained and successful, 
in fact, that they are continually leaving the system for other better 
paying positions. From one-fourth to one-third of the teachers 
leave the system each year and the majority of them leave because of 
better salaries. While the city is not at present financially able to 
increase the salaries materially, I think that within two or three 
years at most substantial increases can and should be made. The 
number of pupils to a teacher should be materially reduced. 

20. More clerical help should be allowed the grade principals and 
they should have more time free for supervision of instruction. 

21. A new heating and ventilating system is badly needed at the 
Fairview Building. A satisfactory toilet system is also needed there. 

22. Baths should be provided at all buildings such as are in the 
new High School Building and in the new Colored Building. 

23. The playground should be added to at Fairview. A bond 
issue has been made partially for this purpose and I judge this matter 
will soon be taken care of. 

24. The new High School Building could be economically joined 
with the Department Building for heating purposes, and a saving 
of several hundred dollars a year in coal and janitor service would 
follow. 

25. Building sites should be purchased both in the southeast part 
of the city and in the southwest part. It will be some time before 
buildings are needed there, but before very long the available sites 
for schools in those vicinities will be built up with residences. 

CRITICISMS OF BLOOMINGTON SCHOOL SURVEY 

1. The survey as a whole was not outlined toward one definite 
end with the view in mind that anything not contributing to that 
end could be eliminated. Since the survey covered a rather long 
period of time suggestions grew, as it were. Moreover, certain types 
of study were made primarily not because they were the things most 
needed to be taken up, but because someone interested in one of 
those lines was available for the investigation. Such was especially 
the case in a large number of the studies made by university students. 

2. Largely for the same reason, also, certain studies that were 
desired were omitted because of lack of time and facilities for work- 
ing them up. The survey, therefore, lacks compactness and unity. 
At the same time, also, it lacks completeness. 



General Conclusions and Recommendations 303 

3. There is too much undigested data included. Much of that 
could have been omitted. It was included with the idea that it 
was valuable material and might later be further interpreted for the 
Bloomington school system and certainly would be valuable as a 
basis of comparison later with other school systems. 

4. Much data are included simply as basic data from which sum- 
maries are built. The summaries alone could have been included and 
much space would have been saved thereby. The full data were 
included primarily in order that conclusions might be checked by 
them and doubtful figures might be verified or corrected. 

5. .The brief discussion of the course of study has its greatest 
strength in showing the methods of improving the course. The 
discussion does not consider at all adequately the particular defects 
of the course. 

VALUE OF A SURVEY SIMILAR TO THAT MADE 
OF BLOOMINGTON 

1. It reveals the points of strength and the points of weakness 
in the system when comparison is made with other school systems. 

2. It reveals the degree to which weaknesses have been eliminated 
and points of strength have been further developed from time to 
time. 

3. With these points of weakness and strength revealed the points 
requiring greater effort are clearly set forth and a large part of what 
would otherwise be misguided effort is avoided and economy results. 

4. Concentrated effort on the revealed strategic points leads to 
experimentation which almost invariably results in the discovery of 
a better and more efficient way of doing things. 

5. A survey planned as was the Bloomington survey discovers 
and brings to the surface latent ability on the part of teachers, princi- 
pals, and superintendent that was not suspected, and when this 
ability is once released it is not satisfied to become buried again. 
The result is that the system of schools continues to draw interest 
on this new capital. 

6. A general survey is a source of stimulus to every one connected 
with the system, and this added stimulus alone means more con- 
centrated, cheerful, and hopeful effort and consequently better results. 

7. Effort to solve the difiiculties of teaching connected with one 
subject somehow passes over unconsciously to others, so that progress 
in the subject in which conscious effort is put forth is accompanied 



304 A Survey of a Public School System 

by progress in the other subjects. Such a transfer was very evident 
in the Bloomington results. 

8. Above everything else a survey of the Bloomington type results 
in riveting ultimately the surveyors' attention on individual pupils 
and their performances and away from the mass performance. The 
result is that individual needs become more quickly evident and 
consequently more quickly ministered to. 

9. Further, a survey of the Bloomington type faces a remedy to 
conditions as a general survey from the outside might not. Teachers 
are from time to time measuring themselves with themselves, not 
simply with others, and they are frequently measuring themselves, 
not once only. Frequency of measurement of the right sort drives 
teachers and pupils to a way out of weaknesses. 

10. Finally this survey may be of some service in suggesting what 
can be done in a small school system by the local school authorities 
themselves in the way of self-examination. 



m 



L'BRARY OF CONGRESS 



022 165 382 






Pllfei'.:.....-, 

I'.'i'.'i'jJ'v- '.['uL' ■■ ■ 




iillfiiiii 

iiiii 







^8i» 






